Meeting the Needs of Diverse Learners Research Paper

Meeting the Needs of Diverse Learners - Research Paper Example Throughout the discussion, I will integrate conceptual frameworks and relevant research to justify the strategies I have chosen. Thematic Unit: Ecosystem The thematic unit is designed to involve multiple subject areas and engage a number of teachers in instruction. Taking the form of an interdisciplinary project, the task is accommodates for different types of learning styles. This approach takes off from the tradition of â€Å"multiple intelligences† introduced by Howard Gardner. For every student to succeed, the teacher must provide different window of opportunity acknowledging the fact that different students learn in different ways (Conklin, 2006). The main objective of the unit is to create a model ecosystem which uses different principles in the physical sciences and mathematics. Different subject areas have their own respective objectives and this can be reflected in the activities that I will outline below. Day 1 – Planning. On the first day of the project, the students are divided into different groups, and asked to plan on different dimensions of creating an ecosystem. At the beginning, the class discuss their vision of the ecosystem, and then identify the different groups needed to achieve the vision. Then, they break down into groups based on their interests. They are informed that groupings may change throughout the whole term for them to experience different roles. Groups may include purchasing, â€Å"Flexible grouping is an important strategy for meeting diversity and for developing talent, particularly in elementary schools† (Arrends, 2004, p. 62). This stage also serves as a pre-assessment to identify the intelligences of particular students and the ones that need more support. Days 2-3 – Background Knowledge. On the second day, the teachers take turns in discussing the concepts behind an ecosystem. Students are given different materials including literature and videos to understand the concept behind an ecosystem an d its importance. The last day highlights the threats that ecosystems globally are faced with. During the discussion, students are invited to share the conditions in their respective communities. â€Å"The heart of working with cultural diversity is the teacher’s ability to connect the world his or her students and their cultures to the world of the school and the classroom† (Arrends, 2004, p. 71, emphasis on original). One of the major activities in these two days is for students to debate on an issue: â€Å"Can man create ecosystems or do ecosystems create men? For each stand, what are the implications of diminishing ecosystems?† On day 2, the students are given the half of the day to do research in the library or online to prepare for the debate on the following day. These two days involve teachers in Science, Math, English, Literature and Social Studies. A combination of cooperative learning, individual study and differentiated instructions are given. Ruther ford (2010) reiterates the utility of these tools to facilitate scaffolding. Days 3-4 – Project Making. Throughout the week, the students have been involved in both knowledge and practical skills. They have participated in planning and gathering the necessary materials and knowledge to create the project that is expected of them. Teachers have been continuously intervening and drawing on the students’ competencies. At these final stages, it is important that all students gain a sense of

2. If God exists, is murder immoral Can those who do not believe in Essay

2. If God exists, is murder immoral Can those who do not believe in God be highly moral people Can people who practice different religions agree about how to resolve a moral disagreement - Essay Example In particular, assuming that â€Å"the highest perfection of any thinking being lies in careful and constant pursuit of true happiness,† Leibniz recognized God as the guarantor of harmony throughout the world (XXI, 51). In fact, his work provides an opportunity to see that great thinkers retained contacts with religion, which was also reflected in their ideas about the moral and ethical aspects of human life. For this reason, it is of great interest to explore the question of whether belief in the existence of God is the only argument in favor of the idea of ​​the immorality of murder. In other words, the question is whether people who deny the existence of God and who are called atheists can be highly moral people. In addition, it makes sense to consider whether people who practice different religions are able to agree about how to resolve a moral disagreement. This paper is based on the idea that belief in the existence of God is not the only argument in favor of the idea of ​​the immorality of murder and other moral principles. Moreover, the paper argues the idea according to which people of different religions can come to a moral agreement based on the general moral principles that despite the differences are present in almost all religions. In order to answer the first question, it is necessary to analyze the phenomenon of morality. Morality is a set of universal principles that govern human life, distinguishing between good and bad deeds. Thus being a set of universal principles morality differentiates between good and evil. The good manifests itself in acts that bring good (or benefit) for humans, in turn, the evil shows itself in actions and activities that bring physical or psychological pain and suffering to people. It makes sense to analyze the views of those who argue that the belief in the

Human Rights in the Workplace

Human Rights in the Workplace Konark Nanda The legal environment is critical to Canadian labour relations. Employment standards legislation mandates the minimum terms of employment such as minimum vacations, holidays and wages. These provide a floor for the negotiation of collective agreements. Any contract terms relating to issues covered by employment standards legislation must provide at least the minimum rights provided in the legislation. Human rights legislation prohibits discrimination and harassment and imposes a duty to accommodate. All jurisdictions have their own human rights legislation. This legislation and the Canadian Charter of Rights and Freedoms are the basis for the law relating to discrimination in each jurisdiction. Human rights legislation in each jurisdiction in Canada sets out prohibited grounds of discrimination. There are several prohibited grounds that apply to all jurisdictions in Canada, certain protections are not assured in every part of Canada. Discrimination based on age, marital status, physical or mental disability, and sexual orientation are found in federal and human rights laws throughout Canada; demographic factors such as family status, pardoned convictions, and gender identity do not fall within protected ground in several federal or provincial human rights code. Human rights are important in the relationships that exist between individuals and the government that has power over them. The government exercises power over its people. However, human rights mean that this power is limited. Provinces must look after the basic needs of the people and protect some of their freedoms. Ontarios Human Rights Code, the first in Canada, was enacted in 1962. The Code states that every person has a right to equal treatment with respect to employment without discrimination or harassment because of race, ancestry, place of origin, color, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, record of offences, marital status, family status or disability (Rights Commission, 2016). Discrimination happens in several ways. It can be direct, indirect, or systemic. Discrimination can also be things like reprisal, a poisoned environment, harassment, or racial profiling. Direct discrimination means discriminating against someone because you think they are different from you. It includes practices or behaviors that have a negative effect of a person or a group of people who belong to a ground listed under the Code. It doesnt matter that you didnt intend to treat them differently. What matters is whether your actions or what you said results in discrimination. Constructive discrimination refers to a neutral rule that has an adverse impact on an individual because of prohibited grounds of discrimination; it may be unintentional. Systemic discrimination may be part of a system, like how decisions are made, and the practices and policies, or the culture of the organization. For example, the head of the company likes golf, and only wants to promote managers who play golf. In human rights legislation, there is a duty to accommodate that requires measure to be adopted preventing people from being adversely affected by workplace requirements based on a prohibited ground of discrimination. Government Objectives in Labour Relations Government plays an important role in the regulation of labour relations process. Government has made bodies to oversee key processes such as union organizing, contract negotiations and the administration of the collective agreement. Government regulates the labour relations outcomes by overlooking agreements, strikes, and lockout. Government has to intervene in labour relations as they could affect the economy by causing inflationary pressure. To protect public interest and limit disruption of the public, governments can seek to avoid strikes and lockouts through labour legislation that places restriction on strikes and lockouts, assistance during negotiating in the form of conciliation and mediation and back to work legislation. Government regulates economy, control inflation and unemployment through monetary and fiscal policies. Government regulates market practices and results with minimum terms of employment and human rights legislations. Role of Unions in Labour Relations Unions are key actors in the labour relations system. The main objectives of unions are to improve the terms and conditions of work, protect arbitrary management action, providing conflict resolution and employee input and pursuing social and economic change. Unions try to achieve these objectives by organizing employees, contract negotiations, strikes and boycotts, grievances and arbitration, court / legal actions, political activities, union management collaborations and other unilateral actions. Role of Management In the private sector management has two main core objectives: the maximization of profit and maintaining control over the business. In the public and nonprofit sectors, employers seek to balance operating budgets, comply with government policy initiatives and meet the demands for the public services at reasonable costs. The management must achieve its objectives while taking care of its employees and not discriminating against them. The management has a duty to accommodate its employees till the time it does not cause them undue hardship. Possible measure to accommodate are allowing a period of absence from work, reduced hours, transfer to an alternate job, training to facilitate a move to another job. Certification Process in Ontario When the union applies to the board, the union must establish that it is a trade union as defined in the labour relations legislation, the application is timely, the group of employees specified in the application is an appropriate bargaining unit and the union has adequate support of employees in the proposed unit. In the beginning of the certification process Ontario government makes the union send out a notification of application to both the employer and any current union(s). Certification package is send out by union that is described in Ontario Labour Relations boards (OLRB) and this information is also available to other parties to prepare their responses to the application. Then the union makes its application to the ORLB, along with membership evidence gather in the organizing campaign that it considers appropriate for a collective bargaining unit. All the parties are then contacted by OLRB to ensure that the notification has occurred, the employer post a notice to the employees in the work place informing them that a vote will be held. All the unions and the employers representing the effected employees give feedback to the OLRB within two days of the application being filed. The information normally includes the actual number of employees in the bargaining unit proposed by the union and any alternating bargaining unit proposed, while listing this information employers must decide if its challenging the union application under section 8.1 of Ontario labor relation act 1995. Based on the information provided by the union, OLRB decides to sanction it if it appears the union has the support of at least 40% of the employees in the bargaining unit which is being proposed and if thats the case then a secret ballot vote is held in the work place within five days of filling the application, board has the power to change the time line if necessary. The voters whose eligibility to vote is in doubt and then they later become eligible, then their names are written on the envelope and dropped in ballot box. The OLRB holds a secret ballot vote. Anyone who is in the bargaining unit in the union that has applied for the certification can vote. If the majority (50% + 1) of workers who caste vote to unionize, the union is certified. On the off chance that the assentation cant be achieved, a hearing before the OLRB will be planned for four weeks after the vote. Its possible that the vote wont be numbered until after the board issues its choice. On the off chance that more than 50 percent of the votes are supportive of the union, the OLRB will grant certification. References Publishing, P. Why are Human Rights Important? Retrieved from http://www.pearsonpublishing.co.uk/education/samples/S_497198.pdf Rights Commission, O. H. (2016). Employment. Retrieved from http://www.ohrc.on.ca/en/social_areas/employment Suffield, L., Gannon, G. L. (n.d.). Labour relations

Economic Reasons for American Independence :: essays papers

Economic Reasons for American Independence The thirteen colonies that became the USA were originally colonies of Great Britain. By the time the American Revolution took place, the citizens of these colonies were beginning to get tired of the British rule. Rebellion and discontent were rampant. For those people who see the change in the American government and society a real Revolution, the Revolution is essentially an economic one. The main reason the colonies started rebelling against 'mother England' was the taxation issue. The colonies debated England's legal power to tax them and, furthermore, did not wish to be taxed without representation. This was one of the main causes of the Revolutionary War. Eleven years before America had declared it's independence there was 1,450,000 white and 400,000 Negro subjects of the crown. The colonies extended from the Atlantic to the Appalachian barrier (Brinton, 1965). The life in these thirteen colonies was primarily rural, the economy based on agriculture, most were descended from the English, and politics were only the concern of land owners. Throughout these prosperous colonies, only a small portion of the population were content with their lives as subjects of George III. Most found it hard to be continually enthusiastic for their King sitting on his thrown, thousands of miles away. Despite this there were few signs of the upcoming revolution. The occasional call for democracy and liberty were written off by loyalists. Among the upper class feelings of loyalty to the crown were strong and eloquently expressed. The attitudes of the common people mirrored their counterparts in England. They had a combination of indifference and obeisance. The first colonists had brought over both good and evil of their mother country in the seventeenth century. The good had been toughened and in several instances improved; much of the bad had faded away under the tough conditions of life. The American was a special brand of Englishman: he was more American than the English. In the beginning, the economic conditions were a cause in the advance of liberty, the wages in the colonies were generally higher and the working conditions were better than in England. The reason for this altogether joyous condition was a shortage of labor caused by the mass amount of land being settled. The people of the seaboard lost many of their community in the migration to the west. The immigrants brought with them ways of life that supported the colonies.

Cost Calculations – Managerial Accounting

Problem 1 Page 40 a- Cost of goods manufactured = Direct cost + Indirect cost = [Direct Cost of Material + Direct Cost of Labor] + [Indirect Cost of Material + Indirect Cost of Labor + Utilities Overhead] = Total Cost of Material + Total Cost of Labor + Utilities Overhead = 120,000 + 90,000 + 40,000 = $ 250,000 b- Total Cost of Operation = Cost of goods manufactured + Selling, General admin. and expenses. = 250,000 + 60,000 = $ 310,000 c- Prime Cost =Direct Material Cost + Direct Labor Cost 80,000 + 65,000 = $ 145,000 d- Conversion Cost = Direct Labor + Factory Overhead = Direct labor + [Indirect Material + Indirect Labor + Utilities Overhead] = 65,000 + 40,000 +25,000 + 40,000 = $ 170,000 e- Product Cost = Cost of goods manufactured = $ 250,000 f- Period Cost = Selling, general admin. and expenses = $ 60,000 g- Unit Cost = Total Cost of goods manufactured/Number of unit product = $ 250,000/10,000 = $ 25 per unit Problem 2 Page 40 a- Cost of goods manufactured Total Cost of goods put into production + [Difference between Beginning & Ending work-in-process] = [Total Direct Cost + Factory Overhead Cost] + [25,000-10,000] = [Direct Material Cost + Direct Labor Cost + Factory Overhead Cost] + 15,000 = [95,000+110,000+70,000]+15,000 = $ 290,000 b- Cost of goods sold = Cost of goods manufactured + [Difference between Beginning & Ending finished goods inventory] = 290,000 + [(30,000)] = $ 260,000 c- Net Income or Loss = Sales – Cost of goods manufactured – Selling , general admin. and expenses = 300,000 – 260,000 – 75,000 = ($ 35,000) ; Net LossExercise # 1 Page 43 Direct Material Cost = $ 8,000 Indirect Material Cost = $ 2,000 Direct Labor Cost = $ 3,500 Indirect Labor Cost = $ 1,500 Factory Overhead = $ 5,000 Selling Expenses = $ 7,500 General admin. Expenses = $ 8,500 a- Cost of goods manufactured = Total Direct Cost + Total Factory Overhead = Total Direct Cost + [Total Indirect Cost + Factory Overhead for heat, light and power] = 8,000 + 3,500 + 2,000 + 1,500 + 5,000 = $ 20,000 b- Total Cost of Operation = Cost of goods manufactured + Selling, general and admin. expenses = 20,000 + 7,500 + 8,500 = $ 36,000Exercise # 2 Page 43 Direct Material Cost = $ 25,000 Indirect Material Cost = $ 5,000 Direct Labor Cost = $ 30,000 Indirect Labor Cost = $ 4,500 Overhead [excluding indirect material & labor Costs] = $ 15,000 a- Prime Cost = Direct Cost = Direct Material Cost + Direct Labor Cost = 25,000 + 30,000 = $ 55,000 b- Conversion Cost = Direct Labor Cost + Total Overhead Cost = Direct Labor Cost + Indirect Material Cost + indirect Labor Cost + Overhead Cost [excluding indirect material & labor Costs] = 30,000 + 5,000 + 4,500 + 15,000 = $ 54,500 c- Product Cost = Cost of goods manufactured Total Direct Cost + Total Indirect Cost + Overhead Cost[excluding indirect material & labor Costs] = 55,000 + 9,500 + 15,000 = $ 79,500 Exercise # 5 Page 44 75,000 unit/year Beginning work –in- process = 0 Ending work –in- process = 0 Total Cost of goods manufactured = $ 300,000 Number of sold units = 59,000 Number of non sold units = 14,000 Number of loss = 2,000 Beginning finished goods inventory = 0 a- Expenses was for the year; Cost of each unit = $ 300,000/75,000= $ 4 per unit Expenses (Not sold units) = 14,000 * 4 = $ 56,000 b- Loss was incurred for the year; = 2,000 * 4 = $ 8,000 – Assets to be recorded as finished goods inventory was for the year; = 59,000 * 4 = $ 236,000 Problem # 2 Page 47 Beginning work-in-process $ 5,000 Ending work-in-process $ 6,200 Direct material cost $ 8,900 Direct Labor cost $ 10,000 Factory overhead $ 15,000 Beginning finished goods inventory $ 12,000 Ending finished goods inventory $ 22,000 Sales $ 37,500 Selling and general expenses $ 17,000 a- Cost of goods manufactured = Cost of production + [Difference between Beginning & Ending work-in-process] = [Direct Material Cost + Direct Labor Cost + Factory Overhead Cost]+ [(1,200)] = 8,900 + 10,000 + 15,000 + [( 1,200)] $ 22,700 b- Cost of goods sold = Cost of goods manufactured + [Difference between Beginning & Ending finished goods inventory] = 22,700 + 10,000 = $ 32,700 Problem # 4 Page 48 Sales $ 945,000 Beginning work-in-process $ 75,000 Ending work-in-process $ 60,000 Beginning finished goods inventory $ 35,000 Ending finished goods inventory $ 54,000 Direct material cost $ 176,000 Direct Labor cost $ 250,000 Factory overhead $ 237,500 Selling Expenses $ 55,000 General and admin. expenses $ 117,000 a- Cost of goods manufactured Cost of production + [Difference between Beginning & Ending work-in-process] = [Direct Material Cost + Direct Labor Cost + Factory Overhead Cost]+ [15,000] = 176,000 + 250,000 + 237,500 + [15,000] = $ 678,500 b- Cost of goods sold = Cost of goods manufactured + [Difference between Beginning & Ending finished goods inventory] = 678,500 + [(19,000)] = $ 659,500 c- Net Income or Loss = Sales – Cost of goods sold – Selling expenses – General an d admin. expenses = 945,000 – 659,500 – 55,000 – 117,000 = $ 113,500 Net Income

Information society Essay

Questions surrounding the nature and scope of the media’s impact upon society are intrinsically contentious; the wide variety of media on offer to the consumer creates a naturally eclectic set of norms and values from which individuals might draw conclusions. A cultural explanation, unlike Webster’s economic, occupational and spatial definitions of an information society (Webster) remains too esoteric to allow for detailed quantitative data to be collected. And whilst the qualitative data it inspires could be considered to have equal value, it is nevertheless more open to interpretation than its statistics-heavy brethren. So what is an information society? The idea should not be taken to its literal route, that technology has allowed free exchange of information on a scale unprecedented throughout t history is not in question. The concept of an information society stems from an idea that information is the commodity in so far as it transcends the limitations of more traditional commodities, such as oil or food. In an information society, information and wealth are seen as one and the same, with information acting as a societal nervous system from which all financial transactions react. Information in this social model is not limited to the economic, it is also a social resource one that reinforces and defines culture, particularly at a generic international level. The suggestion that this is indeed an information society does of course need some qualification, a simply blanket definition emphasising its importance in the modern age will not suffice. What is needed is a more in depth examination of the criteria used to define an information society. These definitions as defined by Webster are the economic, the technological, the occupational, the spatial and the cultural. How does the economic state of society support or refute the notion that this is indeed an information society? One does not have to wait over long before some major information company makes headline news with massively expensive acquisitions such as Google’s purchase of You Tube for $1. 6 billion last October (BBC). Such acquisitions support an economic variant of the debate that we are indeed living in an information age. With massive profit to be made, some of the largest companies in the world work almost exclusively in the province of information. However, as Salvaggio points out â€Å"Examining the economic structure alone, provides only a limited view of the social and cultural implications associated with information societies. † (Salvaggio) It could be argued that we are as much a pharmaceutical society as an information one since pharmaceutical companies have also encountered massive growth; the empirical evidence to support such a contention would be impressive. This is not to say that economic indicators should not be taken into account, they clearly allow us to measure the depth and velocity of the growth of information as a cultural force albeit one that cannot offer us definitive conclusions as to the nature of any technological society we might presuppose. If the economic evidence alone is insufficient to offer any definitive proof that this is indeed an information society then how might the technological fare? Does technology itself helps to define the world we live in? To be clear we must acknowledge that technology is important to this argument. As Webster points out, Commonsensicaly, these (technological) definitions of the information society do seem appropriate. After all, if it is possible to see a ‘series of inventions’ steam power, the internal combustion engine, electricity, the flying shuttle – as the key characteristic of the ‘industrial society’, then why not accept the virtuoso developments in ICT as evidence of a new type of society? Commonsense though such definitions might be, they still struggle to conclusively demonstrate that the existence and use of said technology denotes a de rigueur use within a society. By the turn on the 19th Century the steam engines that revolutionized industry were being used en mass but the Luddite passions of much of the lower classes suggested a strong current of resentment towards the new ‘society’; if this was the age of steam then it was also the age of political awareness, of Imperialism or any one of dozens of social revolutions that were occurring at this time. Thus the technological criteria suffer from one intrinsic weakness, that being that the use of technology is not necessarily a culture defining event. However, Webster is pointing to the ubiquitous use of certain technologies that in this instance are primarily designed to deliver information from consumer to consumer. It is the sheer scale of this usage that helps justify it’s inclusion as one of the five criteria defining an information society. Of the two remaining definitions the ‘occupational’ remains more easily understood. An ‘Agrarian’ society such as that which existed in Europe during the Middle-Ages was precisely that, the overwhelming majority of people within the society were subsistence farmers. In the modern period no one occupation dominates, information however permeates all levels of occupational society. Regardless of the specific occupational role, information plays a significant role, whether via the use of new technologies (such as the internet) or by economic infrastructures made possible by a culture of global information. Webster’s use of the spatial criteria suggests that the increased connectivity we as a society benefit from is in and of its self a method of defining this period as an information society. The rapid growth of and the increasing reliance on communication as a means of achieving goals, has major impacts on how things are done, how much time that projects take and so on and so forth. If a society can be defined on how it prioritizes its resources then we can see that the huge growth in information networks does indeed point to an information society.