The Stand Essay -- essays research papers

The Stand by Stephen King was a very detailed, and engulfing story about a possible end to mankind. This extermination is caused by a synthetic variation of the flu that is 100% fatal and spread through the air. It wipes out 99% of the worlds population in a month, leaving or so 1 million people in the entire United States. The story is about how the population is split between good and evil and the battle that goes on between the two colonies. The story is presented from many different point of views, because there are around ten to fifteen different main characters.Of all the characters, Harold lauder is probably the most interesting and developed in the whole story. His personality changes drastically from one extreme to the other throughout the book....

The Problem Of Evil Essay -- essays research papers

The Problem of EvilEvil exists, a plain and simple fact. The melodic phrase for the problem ofevil (and suffering) proves that fact. The argument for the problem of evilstates that there is a all-good, almighty God. It states that God beingall-good means that he only wants good to exist. But, disembodied spirit at all the wild andevil in the world. A total contradiction of a all-good God. God being all-powerful means that he flock make whatever he wants. So, if God can make whateverhe wants then why did he not make all quite a little and things good? This all boilsdown too the fact that evil does exist and with evil existing there could not bean all-good, all powerful God.I feel that the argument for the problem of evil is a good argument.The first solution to the problem of evil states that good cannot exist withoutevil. Not a bad argument, but faulty. With evil existing you have somethingto compare it to, which is good. But, If God was really all-good the word evilwould not e xist because everything would just be good. If God is so good and sopowerful than why does he let so much evil exist? I could understand a little hour of bad people and things to make the good stand out, but there is so much.All the time in the news you hear about person being murdered, children beingmolested, a natural disaster striking a area and many people suffering anddying, etc... This also shows that God cannot be all-powerful if lets all thisevil exist in the universe th...

Developing and Maintaining Safe Schools Essay -- Safety Education Essa

Developing and Maintaining unattackable Schools There is no greater challenge that exists instantly than creating safe tutors. It is difficult for children to learn in an environment that is unsafe and when they feel at risk. It is hard to keep staff on delegate when they fear for their avouch safety. One out of twelve students who stay away from inform do so because of fear. In an ideal world, you would like to prevent all school hatred and ensure the safety of students and each staff member. There are so many things outside the control of the school administrator that such a task is almost impossible. To predict the potentially disruptive behavior of students, a staff member, or the intruder who comes to your campus is unrealistic, but being armed with the knowledge that this could happen to you could behind lead to do several things to prepare for a crisis, avoid a crisis, and preclude successive crises. Restoring our schools to tranquil and safe outs of learning requires a great commitment. It involves placing school safety at the top of the educational agenda. Without safe schools, teachers cannot teach and students cannot learn. School administrators have a host of opportunities and strategies that can be implemented to make a difference. The difficulty often is in effectively analyzing the problem, and then deciding what can be done about it. A safe school is in place when students can learn and teachers can teach in a warm and welcoming environment free of intimidation and fear. It is a setting where the educational humor fosters a spirit of acceptance and care for every child where behavior expectations are clearly communicated, consistently enforced and fairly applied. A safe school is a function of community will, priorities and interests. It requires partnerships and cooperation. The components and people involved are limited only by the imagination, creativity, energy, and commitment of the local community. Very important people take on students, educators, parents, law enforcers, judges, probation directors, mental health leaders, and... ...allenge of setting a safe school environment plan. In todays society, safety is a very important issue. Once upon bonny an administrator, this would be one of the main issues on my list. I would work to have a safe school environment plan in effect. I would go on the outlined guide as closely as possible in order to implement a safe school environment plan in my school and district.BibliographyDwyer, K. Osher, D. and Warger, C. Early Warning, Timely Response A guide to safe schools. www.ed.gov/offices/OSERS/O SEP/earlywrn.html Washington D.C. U.S. Department of EducationFlannery, Daniel J. Improving School Violence Prevention Programs done Meaningful Evaluation. New York, New York ERIC Clearinghouse on Urban Education, 1993.Houston, Paul. Schools Islands of Safety in a Sea of Violence. www.aasa.org/Latest/Outlook/outlook10-7-98.htm AASA Leadership for LearningStephens, Ronald D. The Art of Safe School Planning. Bloomington, Indiana The School Administrator, 1996.Stephens, Ronald D. Conducting a Self-Assessment of School Safety. Bloomington, Indiana The School Administrator, 1996.

Information and communications technology (ICT) Essay -- Essays Papers

Information and communications engine room (ICT)?To illustrate the importance of Information and Communications technology (ICT) for the glow running of a multi-site business. Information and communications technology is a system used to control, manage, process and fabricate information through telecommunications technology and computers. (Otherwise known as ICT). Although information and communications technology describes a large range of systems there be still some underlining common features. An information system incorporates a root word of people, equipment and procedures. It is there to collect, record, process, store, retrieve and present information.The importance of ICT for the smooth running of a multi-site business is paramount, the following are a number of ways in which ICT push aside improve your companys performance- Increased Efficiency If programmed correctly, computers throne monitor the data collection processes very efficiently, whilst also checking for human errors and providing help and counseling to the user. Most large scale organisations are using computer-assisted interviewing as standard in many of their surveys simply because of the remarkable achievements good data collection programs can make to reduce human error and speed processing in the collection of important information.- Speed and Processing Power Modern computers are fast. They are able to complete tasks 100s of times faster then we would be able to. Most computers are now so powerful, that computer users seldom come even close to utilising their full potential.- Cost Containment ICT technology is an expensive thing to incorporate within your business however it will eventually create substantial cost savings through less time being wasted on laborious tasks and on recuperating human error.- Versatility As computers become more(prenominal) powerful and efficient, you are able to make them do more varied and creative tasks. The average PC can already perform most multimedia functions such as reproducing photographic pictures as sharp as any film. The advantages can range from being able to create advertisements for your company to monitoring germinate controls.- Departmental co-operation With open and shared databases, it enables a company to remove barriers between departments giving staff more accurate information and greater competency to dish cus... ...aotic. The process companies, management and business, in general, are going through, are creating major opportunities and challenges for the business world. Companies are becoming adept at using information systems and technology because their potential is becoming apparent to them. ICT should be thought of as an investment that will deliver the benefits today and in the future. These benefits are of two main types Improvements in infrastructural efficiency, as information systems replace old ones with systems that are more flexible, have greater reach and cost less to run, and new business opportunities made affirmable by new information systems. These opportunities include improvements in external and internal processes, tapping employees and external knowledge, and the creation of networked communities of customers and staff. ICT should be able to streamline your business, produce measurable improvements, just most importantly managers need to use the resource to be on the lookout for new business opportunities. BIBLIOGRAPGHY1.Heathcote.M .P, (1998) A Level Computing2.Cushings.S. (1997) GCSE Information technology3.Bastin.C. (1997) Access 97 Basics Unveiled

President Lyndon B. Johnson (LBJ) Essay example -- Biography Biographi

President Lyndon B. Johnson (LBJ)A Great Society for the American people and their fellow men elsewhere was the vision of Lyndon B. Johnson. In his first years of office he obtained passage of one of the most extensive legislative programs in the Nations history. Maintaining collective security, he carried on the rapidly growing struggle to restrain Communist encroachment in Vietnam. Johnson was born on August 27, 1908, in central Texas, not far from Johnson City, which his family had helped settle. He felt the pinch of rural distress as he grew up, working his way through Southwest Texas State Teachers College he learned compassion for the poverty of others when he taught students of Mexican descent. In 1937 he campaigned successfully for the House of Representatives on a New Deal platform, effectively aided by his wife, the former Claudia gentlewoman Bird Taylor, whom he had married in 1934. During World War II he served briefly in the Navy as a lieutenant commander, benignant a Silver Star in the South Pacific. After six terms in the House, Johnson was elected to the ...

President Lyndon B. Johnson (LBJ) Essay example -- Biography Biographi

President Lyndon B. Johnson (LBJ)A Great Society for the American people and their fellow men elsewhere was the vision of Lyndon B. Johnson. In his first years of office he obtained passage of one of the most extensive legislative programs in the Nations history. Maintaining collective security, he carried on the rapidly growing struggle to restrain Communist encroachment in Vietnam. Johnson was born on August 27, 1908, in central Texas, not far from Johnson City, which his family had helped settle. He felt the pinch of rural exiguity as he grew up, working his way through Southwest Texas State Teachers College he learned compassion for the poverty of others when he taught students of Mexican descent. In 1937 he campaigned successfully for the House of Representatives on a New Deal platform, effectively aided by his wife, the former Claudia wench Bird Taylor, whom he had married in 1934. During World War II he served briefly in the Navy as a lieutenant commander, winning a Silver S tar in the South Pacific. After six terms in the House, Johnson was elected to the ...

Case 4 Ginger – Smart Basics.Pdf Uploaded Successfully

C AS E 4 powdered ginger bracing BasicsTM Dr Mukta Kamplikar1 grow Corporation Limited develops and ope invests a fast-expanding range of parsimony hotels crossways India under the zest dent. There is currently a lack of ambition in the brand economy hotels member and spice is the unless branded economy hotel chain in India. The pep hotels atomic number 18 built around a concept that provides facilities to butt on the key require of to twenty-four hourss traveler, at afford able evaluate. pep faces challenges in different aspects of its origin as it aims to deliver consistently, quality service to the client and draw off customer expectations. COMPANY BACKGROUND Exhibit 1 The proportion of hotel segments across Indian cities. Jaipur Cochin Goa Pune Hyderabad Bangalore Chennai Kolkata Mumbai Delhi/National Capital Region Budget Mid-market First sort Lurxury R oots Corporation Limited (RCL) is a wholly-owned subsidiary of The Indian Hotels Company Limited (IHCL). I HCL is a part of the Tata Group of companies ( contrive www. tata. om), Indias premier business ho go for. Taj Hotels Resorts and Palaces comprises 77 hotels, 7 palaces, 6 private islands and 12 resorts in 40 locations across India with an sp are 18 international hotels in the Maldives, Mauritius, Malaysia, Australia, UK, US, Bhutan, Sri Lanka, Africa, and the Middle East. In corporeald on 24 December 2003, Roots Corporation Limited operates the ? rst-of-its-kind category of Smart Basics hotels across India. Launched in June 2004, the Smart Basics concept created a revolution in the world of Indian hospitality.Roots Corporation Limited develops and operates a fast-expanding chain of economy hotels across India under the ginger brand. The company either owns/ leases land on which it develops and operates hotels and has immediately started entering into joint developments where the owner brings in the land and bare shell and leases the same to the company. The companys recent harv est-feast has been organic, through developing and operating(a) hotels in new cities or by going for additional hotels in existing markets thus expanding the geographic reach of the hotel chain.The company intends to develop and operate additional hotels under both business models to maintain or achieve a dominant position in e very(prenominal) market covered by their gingery hotel chain. The Economy Segment Historically, hotel development projects in India generally foc apply on upscale hotels that were primarily chumped at international tourists and corporeal travelers. mod hotels will be concentrated in 18 main cities over the next 10 years, as shown in the pursuit chart. Exhibit 2 Projected hotel expansion rate over 10 years. 60 50 Number of hotels 40 30 20 10 0De lhi N Mu CR Ba mba n Hy galo i de re rab ad P Ch une en n Ja ai ipu r G Ko oa lka Vis t akh Ko a ap chi Ah atn em am da b Ud ad aip u A r Lud gra h Luc iana kn M ow Co yso imb re ato re Source HVS International. 4 46 Case Study Between 2007 and 2010, come forth will increase in all categories of hotels, as shown in the chart below. Exhibit 3 Projected supply increase in all categories of hotel. plus over Five Year Development of Supply Mid-market First Class Proposed Supply Existing Supply Budget Luxury a? liations as strange to zest hotels, which are part of a net give of hotels).Going forward we see competition continuing from the unorganized section of the market as well as from newer international and local hotel companies who contribute announced their intent to set-up hotels across the country in the value segment. The market is witnessing a fair amount of activity in this segment of the hotel market. Some of the companies who have announced plans to establish a presence in the country are shown in Exhibit 4. Exhibit 4 populate brands venturing into India. Brand Formule 1 Promoters Plans Agra Ahmedabad Bangalore Chennai Delhi (NCR) Goa Hyperabad Jaipur Kolkata Mumbai Other Cities ,336 519 1,906 2,075 7,030 2,252 1,442 1,298 1,354 7,402 8,056 384 462 7,794 4,407 28. 7% 89. 0% 408. 9% 212. 4% 69% 48% 55% 36% 74% 18% 57% 42 61% 36% 47% 31. 1% 28. 0% 24. 8% 12. 4% 25. 4% 11. 7% 11. 2% 30. 8% 3. 9% 32. 5% 16. 7% 38. 0% 27. 0% 43. 6% 34. 4% 36. 3% 29. 4% 28. 9% 18. 6% 37. 5% 15. 6% 37. 0% 23. 1% 38. 2% 25. 6% 21. 3% 26. 0% 49. 7% 26. 7% 24. 0% 62. 5% 51. 9% 14. 2% 10. 9% 10. 0% 18. 4% 18. 8% 26. 0% 9. 7% 13. 6% 53. 5% 10,856 154. 4% 2,632 7,408 2,770 2,465 9,318 6,870 116. 9% 513. 7% 213. 4% 182. 1% 125. 9% 85. 3%Accor in a 100 hotels in the next decade joint venture with Emaar MGF Isthitmar, Dubai New look pod hotels Easy Hotels Sleep Inn Source HVS International. Choice 10 hotels by 2010 ? rst hotels Hotels with to be in Tirupati and Vizag Gupta Group Air Asia, Malaysia Lemon tree partnered by Warburg Pincus First hotel to be in Goa 10 hotels by 2010 While growth is expected in the upscale hotels, the growth in the economy segment is still miniskirtmal. While several chains, both domestic and international, have announced plans for development of hotels in this segment, visible action on the ground is limited.Economy hotel chains in India mainly target value-conscious domestic business and blank travelers who demand convenient lodgment, a consistent product and high-quality services. According to a study conducted by gingerroot, currently, 37 percent of economy hotel guests are individual business travelers, 23 percent are contract corporate customers and 20 percent are individual vacuous travelers. Economy hotel chains aim to satisfy customers basic accommodation needfully with a? ordable pricing, a comfortable lodging experience and a standardized service-product.Lack of competition in the branded economy hotels segment is a great opportunity for Ginger. Tune Hotels Red Fox Peppermint Royal Orchid 50 hotels by 2010 bids for 11 Hotels hotels on Railway land are held up ? rst hotel open in Hyderabad Kamat Hotels 50 hotels in the next ? ve years focused on west intimately coast tie-up with ONGC /MRPL Wyndham with Gammon 38 hotels by 2011 Kamfotel Days Inn / Super 8 Premier Travel Inn Whitbread 80 hotels in 10 years in a joint venture with Emaar MGF Landmark 20 hotels by 2009 Group, Dubai DIC Starwood No numbers mentioned No numbers mentioned City Max Hotels TravelodgeCOMPETITION The lodging industry in India is highly fragmented and competitive, and competition is expected to persist and intensify. Currently, Ginger competes with three-star full-service hotels from the unorganized sector (these are hotels developed and operated as standalone hotels with no chain/hotel group Campanile While some developments have started in the mid-market segment with Lemon Tree Hotels, Ibis (Accor), Keys (Bergruen Hotels), Day Hotels (Dawnay Day), Hometel (Sarovar Group), Hilton Garden Inn Hotels (DLF) and Taj Gateway Hotels, non a good deal activity is visible at the economy end of the spectrum.This is possibly on account of the high prices of real estate. Ginger Smart BasicsTM 447 CASE STUDY GingerThe Service Concept The concept of Ginger was developed in association with renowned corporate strategy thinker, Dr C. K. Prahalad, and the hotels were indigenously designed and developed by the Indian Hotels Company Limited. The Ginger hotels are built around a concept that provides facilities to meet the key needs of todays traveler, at a? ordable rates. Smart Basics is a philosophy of providing intelligent, thoughtout facilities and services at a value pricing and re? cts the new spirit in which people live and work today. It signi? es the emerging lifestyle which is visible in the degree to which individuals have taken control of their various activities viz. the use of e-mail instead of letters, as also the use of mobile phones, conference calls and video conferences to get things done quickly and e? ciently. Essentially, it is simplicity and convenience in ease of doing business (awareness, mesh chann els, payment gateways) informality, style, warmth and modernity in its progress to product design, service philosophy and a? rd efficacy in pricing. The ? rst of the Smart Basics hotel was launched in Bangalore and was called indiOne. When the test market of the concept was completed, there were slight changes to improve the hotel facilities and services. After that, the Smart BasicsTM concept was rolled out across India. This category of hotels was launched with a new name, Ginger hotels, in line with the fresh, simple yet stylish and warm world of Smart Basics. An up-and-coming category of hotels, Ginger de? nitely signi? es simplicity, convenience, informality, style, warmth, modernity and a? rdability. The target segment for Ginger is the large growing middle class with increasing disposable incomes. They are the class of travelers who would spend on travel but not on luxury accommodations. These travelers look for value-for-money accommodation that is clean and secure and als o include international travelers looking for hygienic accommodation in the littler cities. Ginger is the only branded economy hotel chain in India with a nationwide network of 12 hotels, with an additional 20 hotels under development as of 31 May, 2008.Their early-mover status in many markets and established regional operational synergy has enabled Ginger to develop and operate hotels e? ciently and successfully in targeted markets. As the only branded economy hotel chain in India, the chain has been able to establish credibility with property owners and secure desirable properties on favorable lease terms. The economy segment (3-star) is better protected against and more resilient to the volatility in the hospitality segment as compared to the upscale segment. THE OFFERINGSMART BASICSGinger hotels designed their facilities and services to include The Square Meala multi-cuisine restaurant, on-site cyber cafe, a meeting room (that seats 10 people), laundry facility (same day deliver y), on-site ATM, a Gymnasium, secure parking and Doctor-on-call. Ginger lays special emphasis on environmental and ecological issues through the use of compact ? uorescent lights (CFL), well employ natural lighting, auto-time lovement for air-conditioning and energy-e? cient hydro-pneumatic systems. Ginger provides ingle rooms for the lone traveler twin rooms with separate beds for those who travel together double rooms with a big bed and special rooms for the speci? c needs of the physically challenged. The rooms are packed with electronic locking systems, cable TV, Internet connectivity, a mini fridge, tea/co? ee makers, self controlled air-conditioners, an ergonomic work area, and a 17-inch ? at screen TV. Each room has branded toiletries, 24-hour hot and cold trail water, a shower area, and bath and hand towels. Exhibit 5 Smart BasicsTM amenities. 48 Case Study Exhibit 6 Innovative promotion A life-size model created for a campaign that is carried to metros across India. Gi nger operates predominantly in a large geography of nonmetros with uncontested market opportunity. Exhibit 7 The Ginger Development Map To ensure safety, Ginger is equipped with 24-hour security, closed-circuit TV to maintain records of all visitors, swipe card locks and digital safes located at a unwrap n Take counter at the lobby. In addition, it has substantiateing infrastructural facilities including administrative o? es, kitchens, housekeeping, HVAC facilities, diesel generators for emergency power supply, water intervention plant, sewage treatment plant, etc. Ginger has outsourced food and beverage to partners operating on a revenue-share model, which includes Cafe Co? ee Day in selected properties. Ginger also o? ers former(a) facilities like SMART Wellness, which is an Ayurvedic wellness facility for business travelers at a low cost. This has been developed with Arya Vaidya Pharmacy at all businesscum-leisure locations.Ginger has introduced SMART Sleep, which includes a p osture-pedic mattress for absorbing and redistributing pressure from the body weight, a tropical duvet and an anti-allergy pillow. The company has also introduced selfoperated vending machines that accept Indian gold for customers convenience. The company is now developing a SMART Shower. The organization believes that a customers sleep and bath are his most important needs at their hotels. Going forward, Ginger plans to develop its own range of merchandise that will be o? ered in its hotels and on its website.The merchandise is to include their bath collection, bedding collection, furnishings and decor, apparel, accessories, travel accessories and etc. Ginger intends to increase their revenue per available room by adopting a ? exible pricing approach/policy, which will be linked to the occupancy levels in the individual hotels. EMPLOYEES AND TRAINING Ginger believes that their ability to attract good talent, train and retain employees is critical for their growth strategy, as peop le are critical to maintaining the quality and consistency of their services, and thereby their brand and reputation.The business model of Ginger uses a fair amount of outsourcing. completely about 10 managers per hotel are on the payrolls of Ginger, plot all other facilities like kitchen, restaurant, backend maintenance, are outsourced. Ginger has a total of about 175 stable employees. Since housekeeping and food and beverage are outsourced operations, these employees are on the vendors payrolls. Ginger tries to leverage on hotel management schools to develop a management talent pocket billiards with su? cient capacity to meet the demands presented by their rapid growth.The company aims to recruit, train and retain the best talent through a multi-step recruiting and grooming process, and career advancement opportunities. Ginger has enforced extensive training architectural plans and periodic tests for managerial and other hotel-based sta? primarily through training partners. New unit managers of the hotels are required to undergo a two-month training, during which they develop training in managing all core aspects of the hotel operations, as well as the company culture and philosophy. Ginger Smart BasicsTM 449In addition to training, Ginger has implemented periodic web-based tests to assess the relevant knowledge and skills of their managerial and other employees. The company uses performance-linked compensation structure, careeroriented training and career advancement opportunities as key drivers to motivate its employees. Gingers challenge is also to ensure that the outsourced partner delivers up to the service standards that was agreed upon. To be able to create/modify the outsourced partners systems and processes to its needs in order to deliver consistent good quality of service to the customer is critical.Since each person in the system is working towards the same finishing of delighting the customer, there are few di? erences in terms of the e mployee pro? les between employees of the outsourced partner and the employees on the payrolls of Ginger. It is important to ensure that the people working for the outsourced partner see themselves as a part of the same team. It is also important that the outsourced partner sees the advantages in following the policies, processes and systems of Ginger. Ginger operates in a large geography of little cities where the pro? es of employees in terms of their exposure to technology, comfort with modern amenities, etc. are di? erent from that of a metropolitan city. The challenge therefore lies in getting these employees to perform up to expectations. To design systems to recruit the right kind of people and provide the right kind of training to employees is a challenge for Ginger because, while the developmental inputs do not need to be the same across unit locations, the output in terms of consistent service to ful? ll customer needs has to be fairly identical. Additionally, acquiring professionally quali? d employees locally (in far areas and non-metro cities) and retaining talent at those locations is an area of concern. In their endeavor to retain talent, Ginger makes e? orts to ensure that employees see additional value in non-monetary rewards like developing employees competencies by making this visible to their employees through certi? cations, etc. But to be able to consistently ensure this across locations remains a challenge. If there is attrition, to be able to train and retrain employees (since the numbers are very small) at remote locations becomes very di? ult. Gingers people challenges are thus attracting talent and keeping them continuously motivated, given the vast opportunities for most of their young talent. Ginger training head, Bhanot, says We are cost conscious and so we need to use unconventional methods of recruitment because conventional methods like placement agencies turn out to be very expensive. We recruit through emailprotected, our recruitment portal, and about 48 percent of recruitment happens through this site. The rest of the recruitment is through referral programmes (with rewards for referring).These methods have been successful. We also build relationships with business schools and our employees go to colleges and partner with them by linking with their syllabi, calling students for get-togethers, using students as summer interns instead of going once in a year like most companies do. We try to build relationships before the recruitment even starts. We also try to address the challenge of keeping our young sta? motivated by giving them opportunities to get wind and grow by continuously upgrading their skills.We are a budget hotel and we have chosen e-learning initiatives to cut costs. We have in-house training, induction, training operations and e-learning modules (based on customer feedback systems) and program content is created internally. CENTRALIZED HOTEL MANAGEMENT Personnel at corporate o? ce pe rform strategic planning, ? nance, project development, sales and marketing, training and other functions and guide, support and monitor the on-site hotel operations and executives. The key elements of Gingers centralized hotel management program are Budgeting and MonitoringThe annual budget is based on diachronic operating performance of the hotel, planned targeted marketing, planned renovations, operational e? ciencies and local market conditions. Quality Assurance and TrainingQuality standards These have been de? ned for all aspects of hotel operations, concealment housekeeping and hotel maintenance, as well as ensuring abidance with these quality standards. A set of procedural manuals have been created and employees are trained to ensure the e? ectiveness and consonance through 450 Case Study the human resources department at our corporate o? e as well as through outsourced training vendors. The compliance with quality standards is monitored through both scheduled and unann ounced visits and reviews conducted periodically at each hotel. Employees are required take periodic tests (including e-certi? cation) in order to monitor compliance with quality standards. In addition, the practice of mystery audits and tracking customer comments through guest comment cards, and the direct solicitation of guest opinions regarding speci? c items, allows Ginger to improve services and amenities at each hotel across the chain.To maintain a competitive edge and enhance their hotels appeal the company requires each hotel to share a ? xed percentage of their revenue for periodic renovation and replacement of furnishings and equipment to maintain the quality and standards of its facilities. Ginger has implemented a centralized procurement system (where possible, on with the parent company, IHCL) to obtain the best pricing available for the quality of goods sourced to the hotels and to minimize the operating expenses. Ginger supports local sales e? rts of each of its hot els along with corporate o? ce sales executives who develop and implement new marketing programs, and monitor and respond to speci? c market needs and preferences. Large travel agencies and smaller travel agents. Call CenterGinger currently has a call center which washstand be reached through a toll-free number. Travel portals and other travel related websites. Distribution partnersPartners like BPCL, which is currently rolling out Travel Desks in various BPCL petrol pumps across the country, is also used as a channel for dissemination.Access to these channels enhances occupancy rates of the units (hotels) on a day-to-day basis. The Ginger brand, sell names, trademarks, trade secrets and other intellectual properties are used to distinguish and protect their technology platforms, services and products from those of their competitors. This also contribute to their competitive advantage in the economy-hotel segment of the lodging industry in India. These intellectual properties are currently owned by the parent company, Indian Hotels Company Limited.To protect the Ginger brand and other intellectual properties, they rely on laws governing trademarks, trade secrets and copyrights as well as imposing con? dentiality obligations on their employees, contractors and others. Ginger has registered trademarks in India, including and a registered domain name viz. www. gingerhotels. com. Gingers corporate marketing and advertising programs are designed to enhance consumer awareness and preference for the Ginger brandwhich is to o? r the best value, convenience and comfort in the economy hotel segment of the Indian lodging industry and to encourage customers use of their centralized reservation system. Marketing and advertising e? orts include outdoor advertisements, distribution of ? yers and other marketing collateral on their hotel properties, television, Internet, radio advertising, print advertising in consumer media, promotional events, special holiday promo tions and joint promotional activities.In reshaping customers expectations to make the brand endearing, Ginger does not provide room service, valet and concierge, and communicates the message Please help yourselves through its advertisements. The advertisements convey that since none of the above facilities are provided by the hotel, the customer saves on tips. However, there is clearly an expectation-perception gap as the Indian customer is still uncomfortable with the concept of Smart BasicsTM. They grapple with there was nobody to receive me, nobody gave me water in the room, I called 7 times andMARKETING GINGER Gingers core targeted customers consist of corporate customers, value-oriented individual SME business travelers and leisure travelers seeking comfortable and convenient lodging at an a? ordable price. Ginger reviews hotel pricing twice a year and typically adjust room rates annually based on the local market conditions of the city and the speci? c location of each hotel. The corporate o? ce team and the city and hotel managers jointly develop tailored marketing plans to drive sales for each hotel and in each city.Ginger operates in a large geography of non-metropolitan cities like Agartala, Nashik, Bhubhaneshwar and Durgapur where pro? les of customer in terms of their exposure to technology, comfort with modern amenities, etc. are di? erent. The challenge therefore lies in customer responses to these. Ginger is currently using the following distribution channels which includes online media. WebsiteInternet Booking Engine hosted on the Ginger website is one of the main channels used for making the bookings. Ginger Smart BasicsTM 51 the room boy did not turn up. Ginger sees many customers each day who enter the hotel not knowing what to expect. The many complaints on the websites and complaints registered across the counters at the hotels have to do with services Ginger does not provide (by design) rather than dissatisfactions caused by Gingers s ervice. Creating awareness for the Ginger brand at this meridian in time is a challenge, and since the business model does not allow huge expenditure on media, innovative promotion is needed.Ginger made quirky use of outdoor media by materializing the idea of using a life-size 3-dimensional hoarding of some parts of the hotel, including getting someone to live in it. This was taken across a couple of metros for promotion and received extensive coverage in the electronic media. Ginger needs to ensure their customers come in recognizing and knowing what they should be expecting from the hotel. The challenge is not only in communication through advertisements, but also to communicate it clearly when a customer checks in. Gingers ability to communicate clearly what the customer can expect is an area of concern.This is because there is a tendency not to explain either because the customer does not have the patience to listen or there is a fear of losing this customer. Ginger has been tr ying to plug this by educating the customer before he/she checks in by having commercials playing in the hotel, training front line managers to give clear messages to the customer as to what Ginger can deliver, and communicating this through advertising. STUDY QUESTIONS 1. 2. 3. 4. What is Gingers service concept? Use the Flower of Service to aid you in your answer. How does Ginger create customer value?How can Ginger manage customer expectations more e? ectively? Evaluate Gingers brand positioning and communications strategy. Given that the number of players in the budget hotels market is increasing, how can Ginger sustain its unique positioning? Ginger faces challenges relating to people. How can they overcome these challenges? What are the key challenges in the way to service excellence for Ginger? Give recommendations to Ginger to overcome these challenges? 5. 6. 1 2009 Dr Mukta Kampllikar, Senior Practice Consultant, Tata Management Training Center, Pune, India. 452 Case Study

Community Partnership

Community Partnership No one can deny the importance of the role of humanity partnership. Everyone in this biotic community have to participate in education. Since we live in the age of globalization, the education has become a must in the shelter of modernism and deep-rooted heritage. This give be an expression of the genuine Egyptian society and character as surface. There are many factors tat can affect the educational agreement in a given community, amongst we have The teacher He is considered the corner-stone of the process.He is the bearer of the prophets treatise and the generation creator. In addition, he is the hope of the nation in bringing up a promising generation able to achieve its target within a bright future with exertion and endowment. There should be healthy, culture, social and pro welfare for the teacher. Teacher should contact with students, other teachers, and with the community out side the school. This will help him fulfill his national duty and go on well towards achieving noble targets. The student (the raw material) the promising student should be creatively manipulated. He is required to be participant not recipient, communicative not fanatic, tonic not subtle. The community is in need of a student who can affect and be affected by the environment. Along with the global trait everyday nowadays, there is no room for a flabby student. The parents (sponsors) generally speaking, the parental role cant be done away with. This role can be all-embracing to be supervisory, financial or supplementary in decision making.Parents also can give a hand in pastoral care at school. Their proposals should be taken into consideration. There are also some sub-factors within the frame of community partnership such as the educational institution, the environment, potential, curriculum, self autonomy, etc. To around up, if the elements mentioned above are collaborated, we can reach a promising entity of the educational process. Community par tnership is calling for decentralization in education which, in turn, is a mainstay of national security and orientation for what is better.

Ccld level 5 unit 5 Essay

1. Understand the values, principals and statutory frame pastures that underpin service provisions in babyrens tending, learning and recrudescement. 1. 1 depicted object Occupational Standards (NOS) let out best practice by bringing together skills, association and values. National Occupational Standards atomic number 18 blue-chip tools to be used as benchmarks for qualifications as wellspring as for defining roles at consort, faculty recruitment, supervision and appraisal. (www. skillsforcare. org. uk 18/04/15). determine moreexplain how to memory access additional support and maintaination relating to health and safetyThe standards are for muckle who work with children come alongd 0-16 years and their families within enuredtings where the main service is childrens care learningand development. NOS as stated above set a benchmark for easily practice and are key for training and gaining qualifications. They underpin the whole set of standards and impact on familie s when they are used within twainday r come bulge outines. For example a babys elbow board assistant who is carrying out training allow for undergo stiff visits from their assessor who will evaluate their ability to work within the context of the set principles and values in order to sign off written work and observations, which will enable them to achieve their qualification and become a qualified greenhouse breastfeed.Other values and principles in the NOS are reflected within the nurseries policies and procedures and flush statement for example The welfare of the child is paramount. All faculty and students are made aware of these within their induction and training and must sign that they render read and witness them before their employment potentiometer commence. the paramountcy principle stems from the Family Law Act 1975, detailed in the pip-squeakren Act 1989, in which it is stated that the best bet of the child must be regarded as the paramount considerati on when making specified decisions regarding the childs health and welfare.Childrens work and photographs are displayed close to the greenhouse in order for them to look at them and twaddle about them, this encourages the childrens self- esteem, resilience and a positive self image which is essential to every childs development. Children are also given the freedom of choice as they learn through play as per the guidelines set out by the installation phase. Regular agency and lag meetings are held which provides the staff with opportunities to share professional knowledge, skills and values and ensures that either staff are able to gain all up to date study.Children and young people should be seen as young citizens, with rights and opinions to be taken into account now. (Rights to reach) (www. childrenrights. org. uk 18/04/15) In 2002 the UN Committee on the Rights of the Child welcomed the fact that the Welsh government had used the Convention as the frame work in its stra tegy for children and young people. (www. childrenrights. org. uk 18/04/15) This was then followed in 2004 when the Welsh Assembly Government (WAG) adopted the convention as the basis of all of its indemnity making for children and young people.The WAG issued Rights to carry through a policydocument that adopts Seven Core Aims for Children as a direct translation of the UNCRCs articles. Every Child and Young Person in Wales (0-25 years) has a canonical entitlement to 1. Have a flying mavent in life. 1. Have a comprehensive range of education and learning opportunities. 1. Enjoy the best possible health and are free from abuse, victimisation and exploitation. 1. Have access to play, leisure, sporting and cultural activities. 1. Are listened to, treated with respect, and turn in their race and cultural identity recognised. 1. Have a safe home and a community which supports physical and emotional well be.1. Are not disadvantaged by poverty. Sunnybank aims to meet all of these se ven core aims by providing all children with a variety of learning opportunities that are both fun and able to enhance the childrens learning and development. The preschool agency of which I am room leader follows the foundation phase which discontinues children the prospect to gain root-hand experiences through play and active involvement. Children are given free choice and are able to develop communication, literacy and listening, soulfulnessal and social wellbeing, welsh and cultural diversity, Welsh language, knowledge and agniseing,physical development and creative skills as they embark on experiential learning both indoors and outdoors.All staff within the nursery are DBS checked which ensures that all children are cared for in a secure and relaxed environment. The nurseries equal opportunities policy states that This nursery aims to demonstrate through its work that it positively values and respects children of all ethnic origins/racial groups religions, cultures, lingu istic backgrounds and abilities. Children of both sexes are positively further by staff to participate in all activities.This stand bys to ensure that all staff are aware that it is of paramount importance to ensure that all children are treated fairly and are respected and valued. As with all childcare settings Sunnybank must ensure that it meets and is able to comply with all standards set in the National Minimum Standards in order to achieve a satisfactory inspection report. Sunnybank is inspected annually by the CSSIW. A copy of the inspection report is then getable for viewing online. 2. Be able to implement values, principles and statutory frameworks that underpin service provision in childrens care, learning and development. 2.1 Sunnybanks policies procedures, core aims and mission statement provide information relating to safeguarding, equal opportunities, health and safety etc. all of this information is of paramount importance when working within the nursery and fear i n supporting staff to provide a high level of care to all children. All virgin staff, students and volunteers must sign to reckon that they use up read and understand these documents before the commencement of their employment. Staff are provided with the opportunity to enhance their knowledge and gain up to date information by tending training courses and completing coursesonline.Monmouthshire county council are my nursery settings local safeguarding board. The nursery works in compact with our local safeguarding board in order to ensure that the nursery is aware of who to talk to and what procedure they adopt to follow in order to deal with suspicions should they arise. The nursery safeguarding policy states who the Senior Designated Person (SDP) is (our charabanc) and who the deputy SDP is (myself). The SDP is responsible for the safeguarding children policy and child protection procedures. The policy informs staff of what procedure to follow should they brook any concer ns.The local authority host safeguarding training courses for childcare workers and all staff are level one trained in safe guarding within my setting. Myself and the managing director are level two trained in safe guarding as we are the settings SDPs . working with otherwise professionals ensures that my setting can provide the best possible care and outcomes for the children. Staff meetings provide opportunity for all staff to be informed of changes to legislation and how it may affect the nursery policies etc. and individual appraisals do to inform the tutor of any further training or supervision that may be required for certain staff.This additional training can sometimes be provided in house by the managers or room leaders e. g. help with taking into custody and undertaking forgening where as some may involve out of house training such as first aid training. All staff amaze a job role and list of their responsibilities which they must implement into everyday practice as they help the nursery to comply with standards in order to maintain high standards of care and achieve an annual no cheerations inspection report. Staff are asked to regularly re-read and sign the nursery policies on a regular basis to ensure that their knowledgeof them is up to date.3. Be able to implement policies and procedures for sharing information. 3. 1 Sunnybanks policies and procedures are developed from legislation such as NMS and CSSIW regulations. They are put into practice to maintain ratios, registration and care and education. Additional agencies such as WPPA and NDNA are also considered to help provide quality assurance. The basic policies and procedures are created at managers meetings with the give birther of all three Sunnybank nurseries. The managers will then develop their own additions to the policies for the setting based on individual reports, feedbackand experiences.Some individual policies may also be unique and include information about their local auth orities/ agencies whom the nurseries share information with on a fate to know basis or as required when relating to child protection. The policies and procedures are adapted to suit each learning environment and can be adapted to ensure that they are being adhered to at all times. Some examples of policies that relate to information sharing are Safeguarding children policy and child protection procedures, policy on complaints, procedure for staff training and improvements of standards andoutcomes policy.3. 2/3. 3 Policies and procedures provide a essence of informing all staff of current pass judgment practices within the nursery. Staff that founder been working in the nursery for a long time may easily forget certain areas of the policies. I would recommend that staff are set time out of the room to re-read and refresh their knowledge of the policies and procedures on an annual basis. I would also recommend that managers are on hand to help explain policies and the importance o f them on a one to one basis as some new staff may not understand certain policies especially in their initial induction.The nursery has quite recently had a lot of changes made to the safeguarding policy due to new legislation. I chance that when changes are made to policies and procedures all staff would benefit from explanations and demonstrations as to why these changes have occurred and the new procedures that are now in place being debateed during a staff meetings.One to one appraisals would also provide a good opportunity to discuss any changes as it will provide staff the opportunity to ask any questions that they may be too shy to ask in front of the other staff if they do not understand and will provide the opportunity toshare information that needs to be discussed on a need to know basis. New staff and students may not be fully aware of current legislation which underpins how the nursery is run and the activities we provide, for this reason there may be a conflict of id eas. To help to subdue this it is important that staff are given opportunities to communicate and share ideas.Room meetings would be a good way of ensuring that all staff within the room fully understand the movement and routine of each room and the importance of certain activities and what they provide for the children. It will also allow staff to have their sayand put forward ideas they may have but feel too reluctant to discuss with the manager, the room leader would then be able to inform the managers on their behalf. This will also help to ensure that the participation policy which states that all our children, parents and staff will be given the opportunity to express their views and for their views to be listened to and taken into account is being adhered to. I feel that better communication between all staff is key to promoting a more positive police squad relationship ultimately ensuring that all policies and procedures are adhered to and a high level of care is maintain ed.A personal development plan would be a good addition to the appraisal system. A personal development plan should be devised for each portion of staff to ensure that they are receiving training opportunities and support to help them to understand and implement policies. 4. Be able to engage others in brooding practice. Unit 9 Promote professional development-4. Be able to improve consummation through reflective practice. 4. 1/ 4. 2 Reflective practice is the capacity to reflect on action that allows us to engage in a process of continuous learning.Reflective practice can be animportant tool in practice-based professional learning settings where people learn from their own professional experiences, instead than from formal learning. It may be the most important source of personal professional development and improvement. It is also an important way to bring together possible action and practice through reflection a person is able to see and label forms of thought and theory wi thin the context of their work. A person who reflects passim their practice is not just looking back on past actions and events, but is taking a conscious look at emotions, experiences, actions, andresponses, and using that information to add to their existing knowledge base and reach a higher level of understanding.It is important to reflect on your own professional practice to see where you may need to make adjustments and improvements but also to see what you are doing well. It is not always easy to be critical of yourself but it is better in the long run to realise and correct errors before anything serious happens. Being able to evaluate your own practice can help others to do the uniform and can support your further learning. Staff appraisals are a good tool in terms of monitoring our progress, goals andachievements.They challenge you to reflect on your work over the last few months and allow you to set realistic goals for the next few months. As these appraisals are carried out by the manager, there is also opportunity for feedback from other colleagues as to how you are serveing in the workplace. As a nursery nurse I will reflect in activities without realising it, as I have to consider the childrens safety as I plan and provide enjoyable activities for them. Reflection in practice is when the activity is being carried out and the practitioner makes changes during the process to enhance the moorage/activities outcomes e. g. when doing a cutting and sticking activity with preschool I may need to incorporate an extra measure on the spot to help some children hold the scissors properly in order to guarantee the safety of the activity, this may include putting a star sticker on the childs thumb and encouraging them to point the star at the ceiling.This may not have been an original planned accept of the activity but it may have been a vital intervention in order to aid the childrens fine motor skills. Reflection on practice this is when the activity is over and the practitionerreflects back on the situation to consider what worked and what didnt. as a nursery nurse I will perform this process on a regular basis throughout my practice, it may be recorded when evaluating planning as this will help me to map out aspects that were successful in achieving all of the necessary key skills and developmental outcomes as well as deciding if the activity was interesting enough for the intended age group.Not every activity/situation will however allow time to make a record of reflection, in this instance it may be necessary to make a mental note of anything significant that you may want toreflect on during an appraisal. I have looked a few types of reflective practise that are relevant within my setting. ?Gibbs reflective cycle (1988)- the form includes six stages of reflective practice 1. Description 1. Feelings 1. Evaluate 1. Analyse 1. Conclude 1. Action plan This reflective cycle looks at different stages during the reflective process from describing the process and considering your feelings at the time to evaluating, analysing and making a conclusion and action plan should the same situation occur again. Taking action is the key to this model of reflection.Gibbsproposed that To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice. Taking action is the key (www. afpp. org. uk 19/04/15) Pos -You can use it to help team members depend about how they deal with situations, so that they can understand what they did well, and so that they know where they need to improve. The cycle can be used by a person on themselves or to help another team member. It provides an opportunity to allow others to see things from a different perspective. Allows team members the opportunity to express their feelings and opinions. Cons -It might be difficult for some people to talk honestly about their feelings. -The outcome may be touch by the relationship between the team member and the manager that carries out the cycle. -The cycle is very long and there may not always be enough time to allow for the a staring(a) review. ?Johns Model of reflection (1994)-Johns model is based on five cue questions which enable you to break down your experience and reflect on the process and outcomes. 1. Description 1. Reflection 1. Influencing factors.1. Alternative strategies 1. Learning Cues are offered to help practitioners to make sense of and learn through practice. The five cues allow the practitioner to describe the situation, reflect on it and consider any influencing factors then find alternative strategies and learn from the experience while considering how the experience has changed their knowing. Pros -Can be used as a self evaluation or by a manager to help coach another team member. -Allows team members to reflect on influential factors that affected their practice at the time that they may not have previously considered.-May pin point strengths and weaknesses. -Allows practitioners to consider and develop more effective upcoming strategies. Cons -The practitioner may be biased of their actions. -A long process that time may not always allow for them to complete. -A future reflection will need to be end for a similar situation in order to review progress in practice. ?Bortons Developmental Framework (1970) This is a simple model that is suitable for novice practitioners, at its simplest its three dance steps can be summarised as ?WHAT? ?SO WHAT? ?NOW WHAT? i. e. the What questions such as What happened?What was I doing? parcel out to identify the experience and describe it in detail. The So what? Questions include questions like So what do I need to know in order to understand this situation? So what does this tell me about me? About my relationship with the subject? With the other members of the team? i. e. the practitioner breaks down the situation and tries to make sense of it by analysing and evaluating in order to draw conclusions. The Now what? Questions e. g. Now what do I need to do to make things better? Now what might be the consequences of this action?At this stage thepractitioner plans intervention and action according to personal theory devised. Pros -A quick evaluation process that can be easily completed and used as a reflection in practice as well as a reflection on practice. -Can be a majuscule way of evaluating planned activities. -A good self evaluation process. Cons -The practitioner may find it difficult to see ways in which they could improve future situations. -A future plan will need to be devised in order to track advancements. ?Atkins and Murphys Model of reflection (1994) There are five sections of this model 1. Description 1.Analyse feelings and knowledge relevant to the situation. 1. Evaluate the relevance of knowledge. 1. Identify any learning which has occurred. 1. Action/new experiences. The five sections allow p ractitioners to describe the situation and their feelings, challenge assumptions and explore alternatives, identify new learning and make a plan of action or consider new experiences. Pros -The model can be used by the individual or to help another team member. -It allows practitioners to question and challenge elements of practice and provides a deep analysis. -Allows practitioners the opportunity to express and discuss their feelings.Cons -A long process of reflection that adequate time may not always be available for. -It might be difficult for some people to talk honestly about their feelings -Outcomes may be affected by relationships as the practitioner may not feel comfortable discussing their feelings. 4. 3/ 4. 4 As room leader of preschool, I am responsible for planning stimulating activities that will aid the childrens development in line with the foundation phase. I evaluate every focused activity that I plan on a weekly basis to ensure that I am go on to provide fun, edu cational and relevant activitieswhich meet all the given aims.When planning for all areas of development I must remember to ensure the following when I reflect on my practice during my planning evaluations. ?Do I have a consistent approach? ?Do I ensure progression, through what I plan, between each Stage of Development (not year group)? ?Do I observe children and their needs and interests, then cater for them? (younger more applicable) ?Do I talk to children about their needs and interests, then cater for them? (older more applicable)The reflective evaluations help me to plan future activities by setting out clearaims and objectives and then allow me to reflect on the activity to determine whether the aims were achieved and what could be changed or done differently should I decide to repeat the activity again. I always make out the planning in order to cater for the wide range of age and abilities within the room and each childs key worker will then be able to add the differentiat ion should they feel its necessary. From completing these reflective evaluations in the past I have recognised the need to explain certain aspects of the activity in more detail with the staff andstudents in my room I have started to include sketches, diagrams and step by step instructions alongside the initial planning sheets to ensure that the task is fully understood and all staff are working towards the same outcomes.I have also found the need to repeat these focused activities in order for it to be more beneficial for the children as they may not always be in the mood for adult lead activities. As with all team members, I have a one to one appraisal with my manager. During this appraisal my manager will give me feedback on my performance in the last few weeks. I will also have time to reflect on my own practice andwork with the manager to consider options to improve my own performance.The appraisal also allows me to look at any achievements I have accomplished and gives my mana ger the chance to see how these may have contributed to the business. In my recent appraisal and from reflecting on my own personal practice, I have become aware that I need to gain more confidence in my ability to carry out nursery visits as I have not had very oftentimes experience in doing these. Myself and my manager discussed different options that may build my confidence in order to complete more visits such as accompanying mymanager on her visits and taking notes and doing a visit with my manager to allow her to fill in any information that I may miss.Together we discussed that I need to have a tougher approach when enforcing policies and ensuring that all staff adhere to them. She also commented that I have become more confident since starting my level 5 course as I am gaining better knowledge of legislation etc. to aid me in my job role. Reflecting on my successful practice enables me to feel confidents and able in my own abilities. It has encouraged me to take on more cha llenging tasksand has enabled be to be a better role model to other team member. I have felt more confident when speaking about issues that may occur and I feel I am more able to offer advice and guidance to other staff as a result.Reflecting on mistakes and failures can sometimes be hard to do as it means I need to admit to being wrong and try to change my perspective. But doing this gives me time to look at where the situation went wrong and learn from those errors. I can look back at an activity and turn a mistake into a positive by learning how it can be change by reversal and taking advice and guidance from others.I can improve my future performance In similar circumstances as a result of this and aid others by using my negative experience as guidance to prevent them from making similar mistakes. 5. Be able to evaluate own professional practice in childrens care, learning and development. 5. 1 From Obtaining my level 3 qualification in Childcare during in house training, I hav e been able to gain knowledge and experience of childcare through practical learning and have been able to experience situations that may not always be taught in a classroom. I am able to reflect on my own training and qualifications as well as mypersonal performance through the use of appraisals and development plans.I have attended foundation phase training courses which have greatly influenced and aided my performance as a nursery nurse and as preschool room leader as it has enabled me to gain a better understanding of the curriculum thus enabling me to provide the children in my care with the best learning experiences. scratch aid courses have enabled me to feel confident to deal with any circumstance should they arise and has given me knowledge of possible signs and symptoms of illnesses. The safeguarding courses I haveattended have given me the knowledge and confidence to spot any concerns or signs of abuse and what to do in order to act on and report the concerns, as well as the confidence to inform other staff of how to spot or deal with any concerns. From my experience working as a nursery nurse I feel confident in my ability to provide children with a high standard of care by developing a respectful and understanding relationship which allows children to feel safe and relaxed. As room leader of preschool I plan activities in accordance to the foundation phase that are suitable for each childs needs and abilities I ensure that eachchilds abilities are catered for by doing weekly evaluations and reflections of the activities based on individual observations.I also ensure that other staff are confident in completing and leading set tasks and activities. It is my role to complete individual observations, baseline assessments and child skill booklets that will help to inform me of any areas in which the children may need extra help and encouragement. I also work in partnership with the parents to ensure that the child is receiving a consistent routine of care that is suitable to them. I am able to share any concerns I may have or achievementsthat the child has made during parent meetings and in informal daily chats.As deputy manager and from carrying out my level 5 , I have gained a greater knowledge and understanding of how daily practice is influenced by policies and procedures, legislation and benchmarks such as the CSSIW regulations and NMS in providing high quality care for children. I have gained the ability to enforce policies within the nursery and support staff to provide high levels of care. Bibliography ?www. afpp. org. uk ?www. childrenrights. org. uk ?www. skillsforcare. org. uk ?Sunnybank day nursery- policies and procedures.

Blinding Revenge-Hamlet

Michael Kuritnik 3/6/13 G-Block Blinding Revenge Fundamental themes are preserved throughout history because they relate to unremarkable aspects of life. Surprisingly, very little has changed since Shakespearean times. Although technology has changed the way in which humans communicate, people still react to emotional stimuli similarly to those of the middle ages. Anger has unendingly triggered annoyance, uproar and violence. Like several characters in juncture, to solar days society experiences a thirst for retaliation because of something unsettling that ultimately stirred up anger.Individuals who strive for retaliation become overwhelmed with indignation. In some cases idiosyncratic deception and false imagery are used in order to attain what unmatchable seeks. Throughout Ham permit, Shakespeare emphasizes that revenge leads to chaos and ultimately inevitable debilitating consequences Revenge has the overwhelming ability to deteriorate a man into a monster. It influences jun cture to thrust reckless decisions that separate him and eventually lead to his downfall. Hamlet is driven to insanity by his own desire to kill Claudius. Hamlet becomes so obsessed with revenge that it quickly consumes him.He exclaims in one of his soliloquy, Like John-a-dreams, unpregnant of my cause And can say nothing- no, not for a king Upon whose property and most dear life A damned wipe out was made (II. ii. 595-598), feeling faulty and remorseful for not yet acting on his impulse for revenge. At this point, calling himself a coward for not having taken revenge, Hamlet clearly demonstrates his madness for vengeance. Moments later, blinded by revenge, Hamlet stabs Polonius on the impulsive whim that it may be Claudius spying on him. He feels no guilt for his reckless action, suggesting that he acted out of madness and had little thought through the affair.Consumed by revenge, Hamlet has deteriorated into a murderer. Immediately after Hamlet murders Polonius, Claudius becom es blinded by his own desire for revenge. In his rage, Claudius sends Rosencrantz and Guildenstern with Hamlet to England, where Hamlet fools the English into killing them instead of him. After sending them off, Claudius states, I like him not, nor stands it safe with us to let his madness range, understanding that the best method of containing Hamlets revenge is to keep Hamlet close however Claudius anger leads him to send Hamlet to his unhonorable demolition (III. ii,L1-2). By attempting to avenge Polonius, Claudius ultimately sets up his own demise, as well as Rosencrantzs and Guildensterns. If not for Claudius rash decision to send Hamlet absent, Hamlet would have never been able to contact Norway and send the spies to their deaths by sabotaging the letter. Laertes vengeful decisions lead to detrimental consequences and the deaths of virtuous lives. Enraged by his draws death, Laertes decides to make an attempt on Hamlets life. Playing cool and pretending to wish for a duel i n fun, Laertes tries to gain his revenge.As a proceeds of his recklessness, the consummate court of Denmark is killed. Lying motionlessly on the cold marble floor, Laertes whispers to himself, The foul practice Hath dour itself on me. Lo, here I lie, Never to rise again,his lungs gasping for one last breath of air (V. ii. 348-350). Only on his deathbed does Laertes realize the irony and the mistake he made by seeking revenge. This is because Laertes obsession with vengeance for his fathers death tempted him to plot for murder with the devious Claudius.Treachery and vengeance, which blinded Laertes, actually lead to his downfall and make him feel at blame for the deaths of innocent people. non surprisingly, the modern world is full of regretful acts of vengeance. Imperialist Japan shocked the world by bombing the United States at Pearl Harbor in December of 1941. As a result, the United States launched a huge pacific offensive while also sending troops and resources into a large europium campaign to assist against the Nazis. Similarly, Claudius killing of Hamlets father triggered Hamlet to seek revenge at all costs.After essentially come throughning the war, the United States turned their eyes back to the Japanese who had so mercilessly brought them into the fight. Within a week of the dropping of the first atomic bomb, Japanese opposition crumbled. This historical win marked a huge accomplishment, but the US would soon come to regret their decision. By dropping the atomic bomb on Japan, the US gave away critical information as to the extent of their power. Major allies and enemies began constructing their own nuclear weapons, launching the world into the Cold War era.In addition, the atomic bomb obliterate Japanese morale and culture, reducing the island country back to the bottom of the food chain. It would take many years before Japan could return to its former prominence. today in US history classes students discuss the ethics behind the dropping of the atomic bomb on Japan because of the death, despair, and world chaos that came as a result of payback for a small bombing at Pearl Harbor. In their pursuit for revenge, both America and Hamlet went too far, which resulted in good deal killings and the destruction of powerful nations.Shakespeares message has proven to reiterate itself through the years. As shown when the otherwise noble Hamlet is driven to blindly kill Polonius, when Claudius dooms his servants unintentionally, and when Laertes actions result in the death of the Court of Denmark. Shakespeare makes it clear that revenges consequences are drastic. As in the bombing of Japan, this statement is tried and tested every day in the real world, albeit on a much smaller scale. Everywhere revenge is sought after, the aftermath is worse than the beginning.

Twelfth Night Explores the Nature of Love

The play Twelfth shadow explores many different types of sleep together between its characters. With so much love and so many different levels and kinds, love easily appears to be the important theme of the play from the complex love triangle between genus Viola, Oliva and Orsino to hinted at homosexual love from Antonio to Sebastion, it is easily the central theme. The first love in the play is Orsinos love for Olivia. Although Orsino has never met Oliva before in his life he claims to be madly in love with her and sends messenger after messenger to tell her of his love.This uneducated and mostly appearance related love could easily just be infatuation. This could be proven when Orsino quickly asks Viola to marry him as though he never loved Oliva to begin with. Another, but a lot different, example of love in Twelfth Night is the self love Malvolio has for himself. Malvolio only cares about his social rank, becoming a gentleman. Then when he receives the letter from Olivia he becomes ecstatic and even says that he will make him the real head of the house rather then just a steward if they marry.The plans to use Olivias love for him as a tool to rile where he wants to be. Another example of love, and probably the most true, is Violas love for Orsino. Violas love for Orsino is the most true because Viola and Orsino really know eachother. They talk and spend measure together, even if they are both men they manage to get to know eachother. Also their live seems true because even though she loves Orsino she would go try and butterfly Oliva so Orsino could be happy. There is also little ways showing love in the play Twelfth Night.For instance the idea that Antonio loves Sebastian is brought up by the way he speaks to Sebastian and the way he comes to Llyria with him even though he can go to jail. The last example of love is Maria and Toby, we know that Marias love is true but whether or not Toby loves her is a mystery. Olivas love for Cesario, Toby and Mari a, Oliva and Sebastian, Olivas letter to Malvolio, Viola and Orsino, and Orsinos love for Oliva easily show that love is a central them in Twelfth Night.

Esther and Book of Job Comparison Essay

In one of the assigned readings, I came across story of a Jewish woman named Esther who had suffered from crabby person. The uniqueness of her journey touched me incredibly when I learned about her own personal struggle with the disease. It is an amazing barely dark story in the sense that Esther copes with her cancer in a shame related way, believing that she is suffering from her sins. Esther is unhappily married and ends up having an affair with her boss, and she perceives cancer as a punishment from graven image for her sin.As told in the story written by Dr, Jerome Groopman in book the The Anatomy of Hope, Esther waits quite a long time before seeking treatment, and her tumor is very large before she decides to receive medical attention. The author of the books shares his own experience as a resident in the hospital, getting into depth about her family issues, problems, and reactions to her illness. Eshers character can be compared with similar reading from the bible called Book of conjecture in that both characters believe to be suffering by the hand of Satan, although this is not true in reality.In this particular reading, Satan comes to accuse wealthy descent before paragon. He insists that Job only serves God because God protects him, and Satan seeks Gods permission to test Jobs faith and loyalty. In Satans test, Job loses his wealth, family and health. Three of his friends come to try to comfort him and keep telling him that his tragedy is a punishment for past sins in his life. At this point, I was able to notice similarities to Esthers experience in that she saw cancer as punishment for her infidelity. In the old testament of the Bible, Jobs friends tell him that he needs to remain humble and allow God to puke his life.Like Job, Esther is divide between believing in Gods punishment and willing to bet better. At first, she seeks the treatment way too late, notwithstanding at least she does. She shares her secret with Dr. Groopman within a h ealth firing off session, also part of the healing process, and at this part we get to know Esther as a person not just as patient. Furthermore, after the dinner at Esthers house and the significance of her husbands prayer, Esther feels so guilty that she never follows up with her appointment and stops the rest of the treatment.Like Job, Esther is torn apart by her belief that she should suffer and often loses the will to place faith in God and hope for better health. The story of Esther ends tragically due(p) to Esthers unyielding feelings of guilt. She lost the battle with cancer and died after receiving treatment in the most advanced stage of the disease. On the other side, in the Bible, Job questions God and learns the valuable lesson about the sovereignty of God and his need to trust in Lord. After Job places trust in God, his prosperity and health returns. present is where Esther and Job differ.While Job regains his faith and his prosperity, Esther is continually haunted b y shame and consequently loses her health. I think that Gods desire was to purify Esther, and that could be reason behind her disease, but Esther not seeking treatment was her own negative way of coping with the sin. Esther did not believe in Gods will, for her to be purified, and she suffered until her death. In my opinion, Esther was so focused on the idea of punishment that she missed the whole point of purifying her soul. I think of God as the greatest, and it is hard for me to believe that our Lord would want Esther to suffer without the treatment.Job in the bible submitted himself to God and regained his lost goods, but Esther did what she believed was right but she cease up dying at the end. Esther did not want to receive chemotherapy thinking she did not deserve it, and her mind was full of doubt. Both characters achieved purity at the end, but Esthers was not aware of it. She allowed punishment and suffering to continue. The lesson from the bible is that we need to trust a nd obey God. Some things cannot be thoroughly explained in human terms, but we still need to always submit to His good will.

Competitive Analysis: Buy.Com Amazon and Overstar

Competitive Analysis In a hyper-competitive world economy and with increasingly rational buyers, the competitions among e-commerce businesses are bonny more and more intensive. Given the priority of competitiveness in modern companies, practitioners of competitive intelligence need to come to terms with what business and competitive compendium is and likewise how it works. In order to survive in such a competitive environment, a comp all must deliver superior customer regard as over its competitors. Three competitors that CanGo analyzed are Amazon. om, Buy. com, and Overstock. com. We focused on areas like personnel, products, and facilities. Amazon is an American electronic commerce company that has become an icon of earnings business. The company was founded the company in 1994 and launched on the Inter last(a) in 1995 as an online bookstore. The business is built around two values, frugality and customer service. Amazon has been bedded number one in customer satisfaction and service. A key to Amazons success was the decision to forego early advantages to catch grocery store share.As a result, Amazon is one of the most recognizable online retailers. Amazons shipping costs are relatively high in comparison to other online retailers. Despite increases in shipping costs they have yet to adjust their pricing strategy. Dependence on the North American market, in spite of expanding into international markets is another weakness. Amazon still derives 55% of its sales, from the North American market. This dependence could have adverse affects on Amazons future market growth. Buy. om was launched in November 1997, with 30,000 high-tech products. In one year Buy. com, sets first-year record with $125 zillion in sales. The company has expanded in numerous profit sections such as entertainment parks, subsidiaries, and large international breweries. Buy. com continues to introduce new brands. The target market is college campuses and sports. Currently, Buy. com is spending considerable amounts of money in the Spanish trade field. Some weaknesses are the loss of investor interest due to lack of profits. Overstock. om initially began by selling surplus and returned merchandise on an online marketplace however, in late years it has expanded to selling new merchandise. Overstock has established partnerships with many leading brand-name companies. These relationships allow Overstock to buy products at significant discounts, which lowers the costs for consumers. Overstock. com restated its monetary statements for fiscal years 2003-2007 due to problems incurred when implementing an Oracle enterprise resource planning program (ERP) (Taub, 2008).Weaknesses Based on an article by Stephen Taub, blow ERP Hookup Spurs Restatement, Overstock. com restated its fiscal statements for fiscal years 2003-2007 due to problems incurred when implementing an Oracle enterprise resource planning program (ERP) in 2005. (Taub, 2008) When Overstock. com implement ed its new ERP system, customer refunds changed from batch processing, to being put down as individual transactions. However, Overstock did not install all the accounting elements needed to process customer refunds in the new system.Instead, the company chose to put manual fixes (Taub, 2008) in place however, these manual fixes did not account for all the applicable refund types, resulting in refunds not being recorded. The errors do not stop here. Overstock. com also found that the ERP system did not reverse out shipping revenue for cancelled orders and the company was under-billing their fulfillment partners for return related costs and fees. (Taub, 2008) Although, $12. 9 million is material to report a restatement, the impact on the stockholders will be minimal, as Overstock. om is a large company that already has a negative net worth. Stockholders equity reported on Overstock. com 2009 Annual Financial Statements is negative $3 million. (Overstock. com, 2009) and Overstock. co m has not had a profitable quarter since 2004. (Coenen, 2009) Stockholders should be touch with Overstock. com management, as this is not first time the company is restating their financial statements. In February, 2006, Overstock. com announced it would restate 4 years of financial statements, 2002 though 2005, due to indecorous accounting of freight costs. Taub,2008) It appears that the company has some serious internal control and reporting issues that need to be addressed. CanGo Strengths Resources Strong brand names Good genius among customers Recognizable brand Positive relationship with employees Weaknesses Employees under trained. Insufficient suppliers Unplanned products planning Lack of industry knowledge CanGo has the ability to compete with their competitors in any facet of the industry. There are high profit margins in the e-commerce industry. There is an increase in demand in the online gaming industry.There are no major barriers to entry and the future growth poten tial is limitless. Coenen, T. (2009). More Accounting Mistreatment by Overstock. com. Retrieved February 11, 2010, from http//www. sequence-inc. com/fraudfiles/2009/02/09/accounting-mistreatment-by-overstock/ Fornell, C. (2007). ACSI Quarterly Commentaries Fourth-Quarter 2007 Survey. Retrieved http//www. theacsi. org/index. php? option=com_content&task=view&id=17&Itemid=165 Taub, S. (2008). Botched ERP Hookup Spurs Restatement. CFO. com. Retrieved February 9, 2010. Retrieved from http//www. cfo. com/article. cfm/12494875

My Learning Style

This hold was d giveloaded by 74. 60. 153. 191 On 14 March 2013, At 1904 Publisher Routledge In gradea Ltd Registered in England and Wales Registered Number 1072954 Registered none Mor beatr Ho custom, 37-41 Mortimer Street, capital of the United Kingdom W1T 3JH, UK Educational psychology An International Journal of Experimental Educational psychological science Publication details, including operating instructions for authors and subscription set forthation http//www. tandfonline. com/loi/cedp20 fosterage sprints An over weigh of theories, fashionls, and measures Simon Cassidy a a University of Salford, UK Version of record first published 05 Oct 2010.To cite this denomination Simon Cassidy (2004) encyclopedism hyphens An overview of theories, wayls, and measures, Educational psychology An International Journal of Experimental Educational Psychology, 244, 419-444 To link to this term http//dx. doi. org/10. 1080/0144341042000228834 PLEASE SCROLL DOWN FOR ARTICLE Full hurt and conditions of use http//www. tandfonline. com/page/terms-andconditions This obligate may be used for question, t severallying, and private study purposes. Any substantial or systematic bringing up, re dispersion, reselling, loan, sub-licensing, ystematic supply, or distribution in any form to anyone is dribblely forbidden. The publisher does not give any warranty express or implied or take for any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be in reliantly verified with primary election sources. The publisher shall not be liable for any loss, exertions, claims, proceedings, demand, or costs or damages about(prenominal) or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.Educational Psychology Vol. 24, No. 4, August 2004 Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com acquireme nt Styles An overview of theories, specimens, and measures Simon Cassidy* University of Salford, UK Although its origins have been traced back much further, investigate in the expanse of scholarship musical mode has been diligent for? at a conservative estimate? reasonably four decades. During that period the intensity of activity has varied, with new-made years seeing a particularly tag upturn in the number of researchers call oning in the ara.Also of note is the variety of disciplines from which the research is emerging. Increasingly, research in the atomic number 18a of accomplishment trend is reality conducted in domains outside psychology? the discipline from which many of the central concepts and theories originate. These domains accommodate medical and health c atomic number 18 training, trouble, industry, vocational training and a vast oscilloscope of settings and takes in the historic period of education. It is of little wonder that activitys of th ese concepts ar so wide ranging given(p) the centrality of larn? and how best to do it? to more(prenominal) or less every aspect of life.As a consequence of the quantity of research, the diversity of the disciplines and domains in which the research is conducted, and the varied aims of the research, the musical theme has become fragmented and disparate. This is al more or less certainly how it must appear to practitioners and researchers new to the area, with its complexities and convolutions difcult to comprehend and assimilate. As much(prenominal)(prenominal), it is perhaps timely to present an account of the central themes and hacks surround cultivation bolt and to consider the instruments obtainable for the measuring rod of modal value.This paper aims to countenance much(prenominal) an account, attempting to clarify common areas of ambiguity and in particular issues surrounding meter and appropriate instruments. It aims to bring together necessary components of the area in such a carriage as to take into account for a bighearteder wait of culture ardor and to inform examineing possible tools for measurement. It is anticipated that such an account will promote research in the eld by presenting it as more tender and by growing a greater appreciation for the area across disciplines and in researchers and practitioners new to the area.Introduction For some time now educational research exploring the issue of academic skill or success has grand? rightfully so? beyond simple issues of intelligence and prior academic come uponment. Thither are a number of learn-related concepts, such as perception of academic control and achievement motivation which have been a focus of attention when attempting to identify factors affecting acquirement-related *Directorate of Psychology, University of Salford, Allerton Building, Frederick Road, Salford M6 6PU, UK. Email s. emailprotected c. uk ISSN 01443410(print)/ISSN 1469046X (online)/04/03041 9-26 a 2004 Taylor & Francis Ltd Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com 420 S. Cassidy functioning (Cassidy & Eachus, 2000). One concept in particular which has provided some valuable insights into education in two academic and other settings is erudition drift. There is general acceptance that the manner in which various(prenominal)s choose to or are inclined to approach a learnedness situation has an impact on performance and achievement of cultivation outcomes.Whilst? and perhaps because? education ardor has been the focus of such a vast number of research and practitioner- derriered studies in the area, in that location exist a variety of denitions, theoretical positions, models, interpretations and measures of the compose. To some extent, this muckle be considered a natural consequence of extensive empiric investigation and is to be expected with any continually developing concept which proves useful in gaining infering of s uch a crucial and prevailing endeavour as discipline.However, the level of ambiguity and debate is such that even the task of selecting an appropriate instrument for investigation is an taxing one, with the unifying of subsequent ndings within an alive positionwork problematic, at best. This paper does not seek to achieve an absolute re clear up and converge upon the ideal model and measure of culture call, but rather to inform through description and comparison.It is intended as a resource for researchers and professionals who desire a broad appreciation of the area of reading elbow room and who may, previously, have been working with an in- knowledge consciousness but, perhaps, save a narrow cognisance of the eld. equitation and Cheema (1991) have previously noted that researchers in the eld of cognitive look/ acquire carriage often present only a very limited (if any) account of the variety of theories and instruments which exist for the measurement of elbow room.W hilst educators in all elds are becoming increasingly aware of the critical importance of understanding how unmarrieds learn, it is equally important that any attempts to integrate learning trend into educational programmes are made from an informed position. backside Yerxa, Education Ofcer with the Department of General Practice and the Adelaide to Outback GP Training Programme, comments Simply existence aware that on that point can be different moods to approach t all(prenominal)ing and learning can firebrand a difference (Yerxa, 2003).Whilst there may be some truth in such comments, they are not helpful in a revolt towards research- and practitioner-based activity which exhibits good awareness of learning ardour theory and empirical narrate. This paper aims to provide an accessible overview of theories, instruments and empirical work in the eld of learning style. Key Terminology ? And some fundamental issues Dening the key terms in this area is not a straightforward ta sk. The terms learning style, cognitive style and learning strategy are? understandably? frequently used imprecisely in theoretical and empirical accounts of the topic.The terms learning style and cognitive style are, on some occasions, used interchangeably, whilst at other times they are afforded state and distinct denitions. cognitive style is expound by Allport (1937) as an individual(a)s typical or habitual mode of problem solving, thinking, perceiving and remembering, while the term learning style is watch overed to re? ect a concern with the application of cognitive style in a learning Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com acquisition Styles 421 situation (Riding & Cheema, 1991).Riding and Cheema (1991) go on to describe cognitive style in terms of a bipolar prop (wholist uninflected) while learning style is seen as include a number of components which are not mutually exclusive. It is similarly likely that cognitive style? at t he very least? can be regarded as one signi formalism component of learning style. Hartley (1998) provides the side by side(p) denitions cognitive styles are the ways in which different individuals characteristically approach different cognitive tasks learning styles are the ways in which individuals characteristically approach different learning tasks.A third key term in the area, learning strategies, Hartley (1998) denes as the strategies students adopt when studying. Hartley (1998, p. 149) continues different strategies can be selected by learners to deal with different tasks. Learning styles might be more automatic than learning strategies which are optional. This nal point, which attempts to distinguish in the midst of style and strategy, re? ects a recurring issue in the area. The state-or-trait debate associated with so many human psychological characteristics (such as personality) is, not surprisingly, relevant here.Learning style may be considered as stable over time (st ructural)? a trait? or as changing with each experience or situation (process)? a state. Perhaps the more workable view is that a style may well exist is some form, that is it may have coordinate, but that the structure is, to some head, responsive to experiences and the demands of the situation (process) to allow change and to enable adaptive behaviour. The motherboard/ gentleware and hard/ daft wiring analogies have alike been used to describe the interface of style (motherboard/hard wiring) and strategy (software/soft wiring).Investigating the issue of st magnate in learning style Loo (1997) did nd evidence to support symmetry in learning style over time, but was critical of current techniques of analysis and recommended caution in drawing any rm conclusion regarding st powerfulness. One nal term worthy of denition here is p have-to doe withences. A number of authors refer to the opting of one method of direction over another (such as group work over independent-study) as l earning gustatory sensations. The major taste sensations are fairly well integrated within a number of the models discussed and are often dealt with explicitly by the more exuberant models of learning style.Characterising Learning Style Simplifying matters The prefer way in which an individual approaches a task or learning situation? their learning/cognitive style or approach or strategy? has been characterised in several different ways based on a variety of theoretical models. Before go offing these models and characterisations, it may be helpful rst to consider existing attempts at simplifying and categorising current systems along key dimensions (see Table 1). Currys Onion perplex employ the way in which learning/cognitive style is measured to propose a layer-like model of learning behaviour, Curry (1983, 1987) utilises an onion metaphor to illustrate upcountry and outer layers of the construct. Initially proposing three layers, Curry Witkin (1962) Field-dependence/ freedom Kagan (1965) Impulsivityre? exivity Holzman and Klein (1954) levellersharpener Pask (1972) Holistserialist Pavio (1971) Verbaliservisualizer Gregorc (1982) Style delineator Kauffmann (1979) studentexplorer Kirton (1994) Adaption triggerAllinson and convert (1996) Intuitionanalysis Kolb (1984) elm tree Honey and Mumford (1992) LSQ Vermunt (1994) LSI Entwistle & Tait (1995) Surfacedeep Biggs et al. (2001) SPQ Schmeck et al. (1991) ILP Hunt, Butler, Noy, and Rosser (1978) Conceptual level Dunn, Dunn, and Price (1989) LSI Reichmann and Grasha (1974) Styles of learning interaction model Ramirez and Castenada (1974) squirt rating form Reinert (1976) ELSIE knoll (1976) cognitive Style chase Inventory Letteri (1980) Learner types Keefe and Monks (1986) Learning style prole Model d d Social interaction d d d Instructional preference d d d d d d d d d Information processing Curry (1987) d d d d d d d d Riding and Cheema (1991) Wholist uninflected reputation centred d d d d d d d d d cognitive centred d d d d d d d d d d d d d d d d d d Learning centred Rayner and Riding (1997) d d d d d d d d d d cognitive personality Table 1. Taxonomy of learning style models Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com 422 S. Cassidy Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com Learning Styles 423 ater includes companionable interaction as a fourth layer. Instructional preference refers to the individuals preferred choice of learning environment. It is exposit as the outer virtually layer, the roughly observable layer and the layer most susceptible to in? uence, making it the least stable level of measurement. Instruments cited as measuring instructional preference include the Learning Preference Inventory (Rezler & Rezmovic, 1981). Social interaction provides the next layer and relates to the individuals preference for social interaction during learning.Reichmann and Grashas (1974) Student Learning Style Sc ale denes learners agree to their type and level of interaction (independent/dependent, collaborative/competitive, and participant/avoidant). The third and more stable layer is info processing style and is draw as the individuals intellectual approach to the processing of discipline. Instruments associated with the measurement of this layer are Kolbs Learning Style Inventory (Kolb, 1976), cognitive Preference Inventory (Tamir & Cohen, 1980) and Inventory of Learning Processes (Schmeck, Ribich, & Ramaniah, 1977).The nal layer described is cognitive personality style. This appears the most robust component, described as a relatively permanent personality dimension ? bare only when an individuals behaviour is sight across many different learning situations (Riding & Cheema, 1991, p. 195). Associated instruments for measurement are the Embedded Figures interrogation (Witkin, 1962), Myers Briggs Type Indicator, (Myers, 1962) and Matching Familiar Figures rivulet (Kagan, 1965). Ri ding and Cheemas Fundamental DimensionsHaving identied in excess of 30 labels used to describe a variety of cognitive and learning styles, Riding and Cheema (1991) propose a broad categorisation of style according to two fundamental dimensions representing the way in which information is processed and be wholistanalytic and loudspeaker systemimager. The wholistanalytic dimension represents the manner in which individuals tend to process information, either as a whole (wholist) or broken down into components parts (analytic). Quoting Nickerson, Perkin, and Smith (1985), Riding and Cheema describe the wholistanalytic dimension using commonly associated terms analytic? eductive, rigorous, constrained, convergent, formal, critical and synthetic wholist? inductive, expansive, unconstrained, divergent, informal, diffuse and creative. The verbaliserimager dimension describes the degree to which individuals tend to represent information as words (verbaliser) or as images (imager). They suggest a number of models of cognitive style which can be subsumed under these dimensions (or families). Table 1 includes examples of these family groupings along with the plane frameworks proposed by Curry (1987) and Rayner and Riding (1997).Riding and Cheema (1991) make the point that many of those styles identied do not give birth heavily in empirical work and that attention has focused on only a sharp number of styles. They conclude that whilst there is relatively little research comparing the various styles, they can at least be placed into the two broad categories of wholistanalytic and verbalimagery. The two fundamental cognitive styles exist 424 S. Cassidy independently and are not contingent upon one another an Imager may be positioned at either end of the wholistanalytic dimension.Riding (1991) has positive the Cognitive Styles outline (CSA) as an mind tool faith the two dimensions. Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com Cogn itive-Centred, Activity(Learning)-Centred and temperament-Centred go upes Using Grigerenko and Sternbergs (1995) countersign of style-based theory and research, Rayner and Riding (1997) consider learning style within the framework of personality-centred, cognitive-centred and learning-centred approaches.There is only limited discussion of personality-centred approaches given, according to Rayner and Riding, its limited in? uence in the area and the existence of only a single model (Myers Briggs style model) which explicitly incorpo pass judgment personality as a major factor. Cognitive-centred approaches focus on the identication of styles based on individual difference in cognitive and perceptual surgical operation. The discussion of cognitive-centred approaches attempts to integrate the earlier work of Riding and Cheema (1991), categorising models according to holistanalytic and verbalimager principles. The discussion revisits models considered earlier by Riding and Cheema and extends to include a number of additional models including Ridings (1991) Cognitive Style Analysis (CSA). The CSA is a computerised sound judgement tool which identies an individuals position along some(prenominal) the wholistanalytic dimension and the verbaliserimager dimension. The CSA is an example of a model and instrument of learning style which incorporates the two proposed fundamental dimensions of style.Learning-centred approaches are distinguish on the basis that there is a greater interest in the impact of style on learning in an educational setting, and the organic evolution of new learning-relevant constructs and concepts, often born out of the utilisation of assessment instruments. Rayner and Ridings subsequent discussion of learning-centred approaches is framed around the distinction in the midst of process-based models, preference-based models and cognitive skills-based models.Process models are dened in terms of perceiving and information processing, with Kolbs Experiential Learning Model representing one such approach. Preference models focus on individuals preferences for the learning situation and include preferred time of day for study, temperature, light, preference for group/independent study. Cognitive skills-based approaches are characterised by the desire to apply cognitivecentred models of style to a learning situation. These approaches focus on elddependency, perceptual modality and memory. Further check outs are provided by De Bello (1990) and Swanson (1995).De Bello provides a systematic review of 11 of what he considers major models, selected according to the following criteria represent a historical perspective have in? uenced others re? ect individual practitioners attempts to identify style relate to concurrent issues in education are research oriented or are widely known in the eld. De Bello presents a comprehensive account of those models reviewed with an evaluative component, making this a useful guide for the selecti on of appropriate models for work in the area. Swansons review uses Currys onion model as a framework forEducational Psychology 2004. 24419-444. downloaded from www. tandfonline. com Learning Styles 425 categorising models and measures according to the outlined component layers of learning style. Swansons article also provides a relatively rare review of the effects of culture and ethnicity on learning style. Currys (1987) review is concerned with the psychometric properties of measures of learning style. Her article examines 21 measures of style, focusing on issues of reli capability and hardship, issues which continue to be raised as a matter of concern in the area (Rayner & Riding, 1997).Whilst each of these reviews offers a slightly different perspective on the topic, the impetus for each of them is the wish to rationalise an area littered with a confusing array of terms, denitions, models, and measures. Theories, Models, and Measures The following discussion of learning style models and instruments is? as is frequently the case? by no means exhaustive. It is, however, fairly comprehensive and includes descriptions of most of the models at least referred to in new-made and signicant review papers (De Bello, 1990 Riding & Cheema, 1991 Rayner & Riding, 1997).The selection process certainly did not centre on identifying models which differed from each other in such a way as to provide alternative perspectives. Rather, the aim is to make a point of report overlaps between different models in order to make explicit the inquire for rationalisation in research and practice and encourage readers to identify further similarities. Whilst it would, conceivably, be possible to cumulate an exhaustive list of instruments, this would probably include many derivatives and adaptations along with a number of instruments without an empirical base and an absence of reliability and validity data.Witkins Field-Dependence/Field-Independence (Wholist uninflected Style Family/ Cognitive-Centred onward motion / Cognitive spirit Style) Model. Field-dependence/eld-independence is essentially an individuals ability to disembed in perceptual tasks? likened to spatial intelligence (Widiger, Knudson, & Rorer, 1980)? and is associated with the ability to disembed in non-perceptual problem solving tasks (Riding and Cheema, 1991). Evidence that eld-dependence was also relevant to intellectual ability as ell as a range of other psychological competencies, such as sense of self, has led to the construct being given the broader label of differentiation. As a style it associated with a general preference for learning in isolation (eld-independence) as opposed to consolidation (elddependence) (Witkin & Goodenough, 1981). Field-independent learners are characterised as operating with an internal frame of reference, intrinsically motivated with self-directed goals, structuring their own learning, and dening their own study strategies.Field-dependent learners on the ot her hand are characterised as relying more on an external frame of reference, are extrinsically motivated, respond get out to clearly dened performance goals, have a necessity for structuring and guidance from the instructor, and a desire to interact with other 426 S. Cassidy learners. These characteristics will clearly have implications for the preferred learning situation and consequently learning outcomes. Educational Psychology 2004. 24419-444. downloaded from www. andfonline. com Measurement. riddles such as the Embedded Figures Test (EFT), involving the disembedding of a casting from its surrounding eld, have been used to measure the construct. Comments. Although it has stimulated a great deal of research in the eld of education in particular, Witkins theory is criticised on the following grounds to generalise performance on perceptual tasks to personality and social behaviour is an over-extension of the theory (Grifths & Sheen, 1992) and that eldindependence? ecause of i ts lavishly correlations with measures of intelligence (Arthur & Day, 1991)? is a measure of ability as opposed to style and therefore is of little value in the eld of cognitive style. Kagans Impulsivity-Re? exivity (Wholist uninflected Style Family / Cognitive-Centred improvement / Cognitive Personality Style) Model and measurement. Impulsivity-re? exivity is measured using the Matching Familiar Figures Test (MFFT) which requires familiar line drawing of objects to be matched against several possibilities.Individuals who make quick responses after brie? y see the alternatives are labelled cognitive impulsives while those who scrutinise each alternative before making a nal decision are labelled cognitive re? ectives. Comments. Of note here is the association reported between eld-dependence/eldindependence and impulsivity-re? exivity with a number of studies reporting signicant correlations between MFFT and EFT haves (for example, Massari & Massari, 1973). Re? ctives are reporte d as more eld-independent and impulsives as more eld-dependent (Messer, 1976), indicating a signicant overlap in the two constructs. Convergent-Divergent Styles (WholistAnalytic Style Family / Cognitive-Centred admission / Cognitive Personality Style) Model. Convergent style is characterised by the generation of the one accepted elucidate answer from the available information and divergent style as a propensity to produce a number of potencyly acceptable solutions to the problem.Measurement. Assessment of convergent thinking is the more straightforward of the two, using banner intelligence tests, multiple-choice items, as well as being inferred from performance on the EFT and MFFT. Because the number of Learning Styles 427 Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com potentially correct answers is used as an index of divergent thinking, tests such as Uses of Objects Test and the Consequences Test are usual methods of assessment.Comments. There ar e a number of suggested implications here that certain subject areas may encourage, and therefore reward, convergent over divergent thinking (that is, science-related disciplines) that there necessitate to be a like-for-like match between teacher and student in terms of preferred style (Hudson, 1966) that, because of the inherent structure and routine in most formal educational settings, divergent thinking proves unpopular with teachers and is discouraged (Getzels & Jackson, 1962).There has been an association drawn between divergent thinking and eld-independence (which is considered to be more creative), given that individuals hit high on divergent thinking also score high on eld independence (Bloomberg, 1971). Holzman and Kleins Leveller-Sharpener Styles (WholistAnalytic Style Family / Cognitive-Centred Approach / Cognitive Personality Style) Model. Using the degree of complexity with which the individual compasss the task, Holzman and Klein (1954) introduced the style dimensio n levellersharpener.The leveller has a purpose to oversimplify their perceptions of the task, assimilating detail and reducing complexity. In contrast, the sharpener fails to assimilate in effect but instead introduces complexity, treating each piece of detail or event as novel. Assimilation is therefore the dimension dening this particular cognitive style, with levellers and sharpeners being positioned at the extremes of the continuum. Measurement.The failure to assimilate characteristic is demonstrated by the Schematising Test which requires the individual to judge the size of a serial of squares of light which get progressively bigger. The disposition is to underestimate the size of previous squares judged against the current larger squares. Whilst levellers show a particular sensitivity to this effect, sharpeners make more accurate estimations as a consequence of failing to assimilate current and past events (squares of light). Comments.Whilst there is relatively little work utilising the levellersharpener cognitive style (Riding & Cheema, 1991), Riding and Dyer (1983) were able to identify similarities between this style and eld-dependence/independence. Pasks HolistSerialist Style (WholistAnalytic Style Family / Cognitive-Centred Approach / Cognitive Personality Style) Model. Interestingly, Pask (Pask, 1972 Pask & Scott, 1972) makes the point that Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com 428 S. Cassidy hilst both groups operate through a different process for learning? in the end? both groups achieve a similar level of understanding. Serialists operate a step-bystep approach to learning, choosing to deal only with smaller amounts of information or material at any one time before going on to link these steps and achieve understanding. Holists on the other hand will utilise signicant amounts of information from the start, looking to achieve understanding by identifying and focusing on major patterns or trends in the data.The serialists perceive the learning task in terms of a series of independent discrete topics and issues and focus on developing links between them, but for holists the focus is on the task as a whole. Pask observed the relative characteristics of serialists and holists as serialists? stepby-step, logical linear progression, narrow focus, cautious and critical leading to a tendency to fail to see the task from a world(prenominal) perspective wholists? broad perspective and global strategies resulting in a tendency to make hasty decisions based on insufcient information or analysis. Measurement.Pask and Scott (1972) devised a series of problem-solving tasks which allowed individuals to adopt either a in stages or global approach to solving the task. Individuals adopting a step-by-step strategy to test simple hypotheses were labelled as serialists while holists were those individuals who attempted to reach a quick solution by testing more complex hypotheses. Comments. Riding a nd Cheema (1991) point out that despite being widely accepted, the dimension is based on only a relatively small sample and has not beneted from any empirical work examining its association with other learning styles.Notwithstanding these comments, Pask (1976) did report that holists scored higher on the Analogies Test and Divergence Test than serialists, suggesting possible similarities with the convergent-divergent style dimension. Pavios VerbaliserVisualiser Cognitive Style (VerbaliserImager Style Family / Cognitive-Centred Approach / Cognitive Personality Style) Model and measurement. The assertion that individuals have an habitual propensity to process information either verbally or imaginally emanates from dual coding theory (Pavio, 1971) and may have important implications for learning.The verbaliservisualiser cognitive dimension is assessed through tests examining individuals ability to generate information not present but dependent upon the presence of a spontaneous image ( Riding & Taylor, 1976). Individuals capable of responding quickly are considered visualisers and those with slower response rates verbalisers. Evidence exists to support the notion that, whilst the ability to switch between modes exists, some individuals rely heavily on one or other mode (Riding & Cheema, 1991).The fact that individuals have preferences for either visual or verbal thought has implication for learning. Alesandrini (1981) reported that the tendency for visualisation was inversely related to science and verbal analytic Learning Styles 429 ability, while the generally reported nding is that verbalisers learn best from textbased material and visualisers from pictorially presented material (Riding & Buckle, 1990). This suggests that a mismatch between learner and mode of presentation will adversely affect performance.Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com Gregorcs Style Delineator (WholistAnalytic Style Family / Cognitive-Centred Ap proach / Cognitive Personality Style) Model. Gregorc (1982) describes four distinctive and observable behaviours abstract, concrete, random, and accompanying tendencies. A combination of these tendencies is indicative of individual style. These tendencies are, Gregorc believes, re? ective of in-born predispositions but individuals need to be capable of functioning outside their natural style.Four learning styles are identied concrete sequential, featuring direct, step-by-step, orderly, sensory-based learning concrete random, featuring trial and error, a priori and independent approaches to learning abstract sequential, featuring analytic, logical approaches and a preference for verbal instruction and abstract random, featuring a preference for holistic, visual, experiential, and unstructured learning. Measurement. The Style Delineator is a 40-item self-report inventory involving the rank ordering of sets of words.The format is similar to that of Kolbs (1976) Learning Styles Invent ory and it has been suggested that observation and interviews should be used alongside the instrument to assist in the identication of learning style and preferences (De Bello, 1990). The measure identies an individuals learning style according to Gregorcs model. Comments. Rayner and Riding (1997) argue that the wholistanalytic dimension of cognitive style is present within Gregorcs model. Kaufmanns AssimilatorExplorer Style (WholistAnalytic Style Family / CognitiveCentred Approach / Cognitive Personality Style) Model.The assimilatorexplorer cognitive style (Kaufmann, 1979) denes style in terms of an individuals propensity to solve problems through either novel or familiar strategies. The style was developed around problem-solving behaviour and has a close association with the use of creativity. Measurement. A-E style is measured using a 32-item self-report questionnaire developed by Kauffmann and Martinsen (1991) in which individuals are scored according to their level of apparent desire for novelty (denoting explorers) or familiarity (denoting assimilators) in cognitive function. 30 S. Cassidy Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com Kirtons AdaptionInnovation Style (WholistAnalytic Style Family / Cognitive-Centred Approach / Cognitive Personality Style) Model. Grounded in an assumption that cognitive style is related to creativity, problem solving and decision-making strategies as well as aspects of personality, Kirton (1994) argued that style develops early in life and remains stable over both time and situation. Kirton introduced an adaptioninnovation dimension along which cognitive style could be measured ith adaptors characterised by the desire to do things better and innovators by the desire to do things differently. Measurement. A-I is assessed using the Kirton AdaptorInnovator Inventory (KAI), a 32-item self-report instrument developed for use with an adult population with both workplace and life experience. Seen as a measure of problem-solving style and creativity, the KAI is in frequent use in the eld of concern and training. Allinson and Hayes IntuitionAnalysis Style (WholistAnalytic Style Family / Cognitive-Centred Approach / Cognitive Personality Style) Model.The Cognitive Style Index was developed by Allinson and Hayes (1996) in an effort to operationalise cognitive style for use in the area of management. It focuses on the dimension of suspicion versus analysis which, Allinson and Hayes argue, represents a superordinate dimension of cognitive style. Hemispheric asymmetry underlies the dimension, with right encephalon orientation characterised by intuition with a tendency for rapid decision making based on feeling and the adoption of a global perspective. Left brain orientation is characterised by analysis where decisions are a result of logical reasoning focusing on detail.Measurement. The CSI is a 38-item self-report questionnaire which provides a score apocalyptical of either a n intuitive or analytic nature. Kolbs Experiential Learning Model ( elmwood) and Learning Styles Inventory (LSI) (Learning-Centred Processed-Based Approach / Information bear upon Style) Model. Kolb (1976, 1984) proposes a four-stage hypothetical learning cycle. Individuals will show a preference for or will cope with some stages better than others and learning is seen as a continuous, inter officious process.The four stages of the ELM are described as concrete experience (CE experiencing) which favours experiential learning abstract conceptualisation (AC thinking) where there is a preference for conceptual and analytical thinking in order to achieve understanding active experimentation (AE doing) involving active trial-and-error learning and re? ective observation (RO re? ecting) where extensive consideration is given to the task and potential solutions before there is any attempt at action. The four learning orientations form two orthogonal bipolar dimensions of learning. Educati onal Psychology 2004. 4419-444. downloaded from www. tandfonline. com Learning Styles 431 The rst dimension is prehension? the grabby of information from experience? and is constituted by the bipolar orientations CEAC. The second dimension described is version? the processing of grasped information? and is constituted by the remaining orientations AERO. Relative positioning along these dimensions denes the learning styles described by Kolb as convergence, divergence, assimilation and accommodation. The individual who adopts a convergent approach uses abstract conceptualisation to drive active experimentation.Action is based on abstract understanding of the task and projected strategies for successful completion of the task. Divergers combine re? ective observation with concrete experience to devise an often creative solution. Divergers are often described as creative learners because of their propensity to consider multiple potential strategies for learning and problem solving. As similators, concerned to begin with with the explanation of their observations, favour abstract conceptualisation and re? ective observation. As such, assimilators seek mainly to rene abstract theories rather than develop workable strategies and solutions.Lastly, Kolb denes the accommodator. Using active experimentation and concrete experience, these individuals have a clear preference for hands-on learning. The accommodator has been described as having a tendency for prompt action and a noted ability for adapting to diverse situations (Lynch, Woel? , Steele, & Hanssen, 1998). Measurement. before developed as a 9-item self-report graduated table (Kolb, 1976), the rewrite LSI (Kolb, 1985) is a 12-item self-report questionnaire. Respondents are required on each of the items to rank four sentence endings corresponding to each of the four learning styles.LSI scores re? ect an individuals relative fury on the four learning orientations and enable categorisation according to the corr esponding learning style. Two combination scores measure an individuals preference for abstractness over concreteness (ACCE) and action over re? ection (AERO). Comments. Assertions that the styles outlined by Kolb will be associated with student performance have been borne out in a number of studies where, for example, convergers perform better on conventional examinations involving concrete answers (Lynch et al. , 1998).Despite such support, studies examining the psychometric properties of the LSI have raised concerns regarding its reliability and validity (Freedman & Stumpf, 1981 Geiger, Boyle, & Pinto, 1992 Geller, 1979 Newstead, 1992 Sims, Veres, Watson, & Buckner, 1986). Kolbs emphasis on experiential learning and the developmental nature of learning suggests a potential for change in style (Rayner & Riding, 1997). Studies which have examined stability and change using the LSI present a mixed picture. Low test-retest reliability statistics and changes in style classication rep orted by Sims et al. 1986) are countered by reports of exceptionally high test-retest reliability of 0. 99 found by Veres, Sims, and Locklear (1991). Although also reporting high test-retest reliability 432 S. Cassidy Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com statistics, Loo (1997) is cautious about them, believe that inappropriate statistical techniques may be masking individual changes in style in favour of group effects. The ELM forms the basis of the work of Honey and Mumford (1986) in the eld of learning style and management and the development of their Learning Styles Questionnaire.Honey and Mumfords Learning Styles Questionnaire (Learning-Centred ProcessedBased Approach / Information Processing Style) Model. Honey and Mumfords (1992) description and measurement of learning style is grounded in Kolbs experiential learning model, with styles closely corresponding to those dened by Kolb. The Learning Styles Questionnaire (LSQ) was developed fo r use with management trainees and has been proposed as an alternative to Kolbs LSI. The four learning styles measured by the LSQ are activist (Kolbs active experimentation) re? ctor (Kolbs re? ective observation) theorist (Kolbs abstract conceptualisation and pragmatist (Kolbs concrete experience). Measurement. The LSQ is an 80-item self-report inventory based on Kolbs ELM but developed specically for use in industry and management. Individuals tendency towards a preferred learning style is indicated by their ratings of behavioural and preference orientations. Comments. Although developed for use with management trainees, the LSQ has been used in a range of settings including education.However, concerns regarding the psychometric qualities of the LSQ have been raised. Duff and Duffy (2002) report a failure to support the existence of either the bipolar dimensions or learning styles proposed by Honey and Mumford and found the LSQ to have only modest levels of internal consistency ( ranging from 0. 52 to 0. 73 for the four style subscales). Given that their sample was 388 undergraduate students, Duff and Duffy conclude the LSQ is not an acceptable alternative to the LSI and that its use in the eld of higher education is premature.Vermunts Learning Styles Inventory (LSI) (Learning-Centred Processed-Based Approach / Information Processing Style) Model. Vermunt (1992) describers the concept of learning style in terms of processing strategies, including an awareness of the aims and objectives of the learning exercise used to determine what is learnt regulation strategies, which serve to monitor learning mental models of learning, encompassing the learners perceptions of the learning process and learning orientations, described as personal aims, intentions and expectations based on past experience of learning.Based on these strategies and orientations, Vermunt derives four learning styles undirected, Educational Psychology 2004. 24419-444. downloaded from www. tandf online. com Learning Styles 433 where there is difculty in assimilating learning material, coping with the olume of material and prioritising the importance of components of the material reproduction, where little or no effort is made to understand but instead information is reproduced to complete the task or achieve the minimum required measuring stick application directed, which is characterised by the application of learning material to concrete situations in order to gain understanding and lastly, importee directed learning, which involves attempts to gain a deeper understanding of learning material and to draw on existing and related knowledge to achieve critical understanding.Vermunts Learning Styles Inventory (LSI) was developed as a diagnostic tool for use in a higher education context. Measurement. The degree to which each of the four styles is favoured is assessed using Vermunts LSI (Vermunt, 1994). The LSI comprises 20 subscales and 120 items relating to study strategie s, motives and mental models. Individuals respond to statements along a ve-point scale according to the degree to which the statement is descriptive of their behaviour or the extent to which they agree with the statement.Comments. Vermunts (1992) own reports of acceptable reliability and validity of the LSI received some support form Busato, Prins, Elshout, and Hamaker (1998) who conrmed the existence of four factors corresponding to learning styles described by Vermunt. The in? uence of Kolb, Honey and Mumford, and Entwistle and Tait (see down the stairs) all seem present in Vermunts approach to the assessment of learning styles. Entwistle et al. s Approaches to Study Inventory (Learning-Centred Process-Based Approach / Information Processing Style)Model. Based on earlier work by Marton and Saljo (1976) Entwistle, Hanley, and Hounsel (1979) developed an instrument for assessing learning style which focuses on the level of engagement or depth of processing applied during learning. The proposed model centres around four modes of orientation of the learner meaning orientation reproduction orientation achieving orientation and holistic orientation. Tendencies towards particular combinations of orientations identify individuals as conforming to one of he following learning styles deep (intention to understand, relating ideas, use of evidence, and active learning) surface (intention to reproduce, unrelated memorising, passive learning, and fear of failure) strategic (study organisation, time management, alertness to assessment demands, and intention to excel) and apathetic (lack of focus and lack of interest). Measurement. The original 64-item ASI has undergone a number of revisions, its most radical in 1994 when it was abbreviated to 38 items, and then to 44 items in 434 S. Cassidy Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. om 1995 (Entwistle & Tait, 1995). The revised ASI (RASI) is a 44-item self-report inventory of learning activ ities using a Likert scale response format. The RASI now identies six approaches to learning deep approach surface approach strategic approach lack of direction academic self-condence and metacognitive awareness of studying. Comments. The ASI inventory has been used extensively in educational research and a recent study examining the psychometric properties of the RASI and its utility in an educational setting recommends its continued use for educational management and research (Duff, 2000).Biggs Study Processes Questionnaire (SPQ) (Learning-Centred Process-Based Approach / Information Processing Style) Model and measurement. Entwistles model was further developed by Biggs (1985) to incorporate an extended motivational dimension dened as intrinsic, extrinsic and achievement orientation. Biggs study processes measure includes both a strategy dimension? deep/surface? and a motivational dimension? deep/surface. Measurement. Originally a 42-item self-report questionnaire, the revised tw o-factor SPQ (Biggs, Kember, & Leung, 2001) has 20 items and provides scores in relation to strategy (deep/surface) and otive (deep/surface). An overall composite score is indicative of a consistently deep or surface approach to learning. Achieving approach is no semipermanent separated out as in earlier versions. Schmecks Inventory of Learning Processes (ILP) (Learning-Centred Process-Based Approach / Information Processing Style) Model. Schmeck et al. s (1977) learning processes style construct is developed around the public opinion that it is the quality of thinking during learning which affects the learning outcome.Like the models proposed by Entwistle and Biggs, the learning process model follows the work of Marton and Saljo (1976), focusing on learning orientations with an emphasis on information processing (Duff, 2000). The four subscales of the ILP are synthesisanalysis elaborative processing fact property and study methods (Rayner & Riding, 1997). Measurement. The ILP was originally a 62-item self-report inventory with the four subscales identied above. A revised version (ILP-R) has clx items and seven subscales (Schmeck, Geisler-Brenstein, & Cercey, 1991).However, each version of the ILP has come under heavy criticism and Richardson (2000) concludes that the ILP cannot be recommended for use in investigating student learning. Learning Styles 435 Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com Hunt et al. s Conceptual Level Model (Learning-Centred Process-Based Approach / Information Processing Style) Model. Hunt, Butler, Noy, and Rosser (1978) described learning style in terms of an individuals need for structure and the conditions under which that individual will learn most effectively.Students requiring a highly structured learning environment, who are impulsive and concrete, are described as having a low conceptual level (CL). lavishly CL students are independent, inquiring, self-assertive, and have little or no ne ed for structure. The aim of the model therefore is to match students learning style with the most appropriate methods of teaching. Measurement. The Paragraph Completion Test requires individuals to complete and elaborate on six incomplete sentences.Because responses are scored according to their degree of complexity, scoring and interpretation of the test requires medical specialist training (De Bello, 1990). Comments. Suedfeld and Coren (1992) reported an association between conceptual level and divergent thinking and support the existence of the construct as a cognitive style rather than a mental ability. Some evidence for the validity of the CL model was presented by McLachlan and Hunt (1973) who found that low CL students showed signicant benet in their learning from a high as opposed to a low structure teaching method.It was also reported that teaching method did not impact signicantly on learning in high CL students. In line with such ndings, Hunt believes that although teac hing needs to be geared towards students learning style to facilitate learning, there may be a developmental component to style which would allow for teaching methods to become gradually less structured to encourage more independent learning. Dunn et al. s Learning Styles Inventory (LSI) (Learning-Centred Preference-Based Approach / Instructional Preference / Social Interaction)Model and measurement. Dunn, Dunn and Prices (1989) LSI is a 100-item selfreport questionnaire asking individuals to respond to items relating to the key factors of the construct environmental (light, sound, temperature, and design) emotional (structure, persistence, motivation, and responsibility) sociological (pairs, peers, adults, self, and group) physical (perceptual strengths auditory, visual, tactile, kinaesthetic, mobility, intake, and time of day) and psychological (global-analytic, impulsive-re? ctive, and cerebral dominance). Versions of the scale have been developed for use with primary and seconda ry school children and with adults (the Productivity Environmental Preferences Survey). The factors are reported independently to provide proles which can be used to guide the construction of the learning situation, material and teaching approach. 436 S. Cassidy Comments. Currys (1987) review of different learning/cognitive style models reports the LSI as having one of the highest reliability and validity ratings.The LSI has also been identied as being practitioner oriented and the most widely used assessment for learning style in elementary and secondary schools (Keefe, 1982). Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com Riechmann and Grashas (1974) Style of Learning Interaction Model (LearningCentred Preference-Based Approach / Instructional Preference / Social Interaction) Model. Described as a social interaction scale (Jonassen & Grabowski, 1993), the style of learning interaction model focuses on learner preferences but introduces social and aff ective dimensions to the measurement of style.The three dimensions described by the model are avoidant-participant competitivecollaborative and dependentindependent. The model incorporates the belief that style is, to some degree, ? uid and will alter according to the learning situation. Measurement. The Student Learning Styles Scale (SLSS) is a 90-item scale presented in two versions, one to assess class style and one to assess individual style. Comments. Rayner and Riding (1997) note the similarity between the style of learning interaction model and the model proposed by Dunn et al. (1989) because of the focus on learning preferences.Ramirez and Castenadas (1974) Child Rating Form (Learning-Centred Cognitive Skills-Based Approach / Cognitive Personality Style / Instructional Preference / Social Interaction) Model and measurement. The model incorporates the cognitive style dimension eld-dependence/eld-independence (Witkin, 1962) and focuses particularly on cultural differences and minority groups. Field-independence is viewed as positive because its associated traits (detail orientated, independent and sequential) are those which Ramirez believes are rewarded by schools.The Child Rating Form is a direct observation tool measuring behaviour frequencies which is completed by teachers or can be completed as a self-report questionnaire by the student. The Edmunds Learning Style Identication compute (ELSIE) (Reinert, 1976) (Learning-Centred Cognitive Skills-Based Approach / Cognitive Personality Style) Model and measurement. Described as a form of assessment which aims to provide the teacher with information which will be used to work to the students strengths or preferred mode of responding to learning stimuli (Rayner & Riding, 1997, p. 9), the ELSIE aims to identify the individuals natural perceptual modality in the context of a learning situation. The 50 one-word items of the instrument assess Learning Styles 437 response in terms of imagery, verbalisation, so und, and affect. Similarities between ELSIE and several other models including those of Dunn et al. (1989), Hill (1976) and Keefe and Monks (1986 the NASSP-LSP) have been noted. Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. comHills Cognitive Style Interest Inventory (Learning-Centred Cognitive Skills-Based Approach / Cognitive Personality Style) Model. Dening learning style in terms of the unique way in which an individual searches for meaning, Hill (1976) used a process of cognitive style mapping, attempting to establish perceptual modality (auditory/visual), modalities of demonstration (such as critical thinking and hypothesis testing), and cultural determinants in order to integrate learning style with curriculum design. Hill labelled the resulting construct educational cognitive style.Measurement. The Cognitive Style Interest Inventory is a 216-item self-report questionnaire designed to assess educational cognitive style using the following categori es symbols and their meaning (perceptual modality) modalities of inference and cultural determinants. There is also an interview component to the measure. Comments. The instrument itself suffers from a lack of empirical support (Jonassen & Grabowski, 1993), poor reliability and validity (Curry, 1987) and has been criticised for the elaborate and time-consuming nature of the instrument (De Bello, 1990).De Bello (1990) draws comparisons between Hills model and both Ramirez and Castenadas (1974) model, because of the identication of cultural differences, and Dunn et al. s (1989) model because of the in? uence of peer and family orientation. Letteris Learner Types (Learning-Centred Cognitive Skills-Based Approach / Cognitive Personality Style) Model. Viewing learning essentially as information processing involving the effective storage and recovery of information, Letteri (1980) was concerned with the diagnosis of ineffective cognitive processing and advocated interventions teaching eff ective cognitive skills.The model identied three types of learner Type 1 is re? ective and analytic Type 3 is impulsive and global with a lack of direction and Type 2 falls midway between Types 1 and 3 in approach to learning. Letteri provided evidence linking Type 1 learners with above average and type 3 learners with below average academic success. Measurement. Letteris instrument represents a number of existing cognitive dimensions, including eld-independence/eld-dependence, impulsivityre? exivity, 438 S. Cassidy scanning/ counseling and levelling/sharpening, which are assessed through a series of bipolar continuums.In general, bipolar extremes correspond to either wholist (global) or analytic characteristics. Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com Keefe and Monks (1986) Learning Style Prole (Learning-Centred Cognitive SkillsBased Approach / Cognitive Personality Style, Instructional Preference and Social Interaction) Model. Keefe and Monks (1986) Learning Style Prole (LSP) was the result of extensive re-examination of existing learning style models with the aim of developing a single instrument capable of assessing learning style across the range of already established characteristics.The LSP assesses style in three areas cognitive skills, including information processing and memory perceptual response to visual and auditory stimuli and study and instructional preferences, including motivation and environmental preferences. The model is intended for use in the development of educational programmes and focuses on the development of effective cognitive skills for learning. Measurement. The LSP is a 126-item assessment tool for secondary students which includes self-report items and cognitive tasks (derived from the EFT).Responses are computer scored and provide students with an individual learning style prole. Comments. Not surprisingly, given its origins, the LSP has been found to gibe signicantly with other instrumen ts, most notably Dunn et al. s (1989) LSI and Reinharts (1976) ELSIE (Curry, 1987 Keefe & Monks, 1986). Commenting on these reported correlations, De Bello (1990) notes Currys (1987) concerns regarding the reliability and validity of ELSIE. Learning Styles in Action? Some Examples Interest in dening, characterising and studying the associated effects of learning style results? ainly? from its distinction from ability and its association with performance. Whereas the relationship between ability and performance is relatively straightforward, such that performance improves with increased ability, the effects of style on performance are contingent on the nature of the task. For example, imagers are likely to perform better on pictorially-based tasks than on verbal-based tasks (Riding, 1997). In support of the independence of learning style and intelligence, Riding and Pearson (1994) found that there were no signicant correlations between intelligence? s measured by the British Abilitie s Scale? and the wholistanalytic and verbalimager dimensions of learning style. A less clear distinction between learning style and personality is presented (Riding & Wigley, 1997), although only a probationary link is reported. The identication of an individual characteristic, separate form Learning Styles 439 ability, which impacts on learning performance has led to the application of learning style theory and measurement in a number of diverse areas. Educational Psychology 2004. 24419-444. downloaded from www. andfonline. com Academic Achievement Cassidy and Eachus (2000) used the Approaches and Study Skills Inventory for Students (Tait & Entwistle, 1996) to measure learning style in undergraduate students. They found that academic achievement was positively correspond with a strategic approach, negatively correlated with an apathetic approach, and unrelated to a deep approach to learning. Learning style was also found to correlate signicantly with other academic performance-re lated factors such as academic self-efcacy and academic locus of control.Clinical Training in medical Schools McManus, Richards, Winder, and Sproston (1998) found, in a large-scale prospective study of two cohorts of medical students at a London medical school, that the students learning styles, but not their nal examination results, were related to the amount of knowledge gained from clinical experience. Using an abbreviated 18-item version of the Study Process Questionnaire (Biggs, 1987) they reported positive correlations between strategic and deep learning styles and amount of knowledge gained from clinical experience. Career DevelopmentIn reviewing weaknesses in current practices within industry towards the retention and development of individuals labelled as high ? yers, Bates (1994) lists learning style as one key factor. Bates cites Honey and Mumfords (1986) model of learning style as an appropriate model for individual learning and one capable of encompassing a framework fo r high ? yer development. In the move to cultivate the top managers of the future, Bates calls for individual learning styles to be taken into account through the provision of a variety of learning situations which should create the opportunity for the development of a full range of styles.Police Training In a review of existing methods of police training in the U. S. , Birzer (2003) criticises traditional behavioural approaches in favour of instructional methods which recognise individual differences in learning. Citing recent studies identifying individual approaches to learning, Birzer illustrates the paradoxical way in which much police training is currently delivered with little regard for individual differences in learning, and calls for a more student-centred approach to training in the future.These examples illustrate the range of potential applications of learning style and underline the need to promote clarication and rationalisation in the eld. 440 S. Cassidy Educational Psychology 2004. 24419-444. downloaded from www. tandfonline. com Working with Learning Style The researcher or practitioner entering the area of learning style may well do so with some sense of trepidation given the volume, diversity and apparent dissociation of writing, theory and empiricism in the eld. De Bello (1990) notes that there exist almost as many denitions as there do theorists in the area.For the academic concerned with pure theory this may offer an excite