Case Study 1 Essay Example | Topics and Well Written Essays - 1250 words

Case Study 1 - Essay Example The Nissan Motors Co., Ltd, operates in the retail automotive industry. Its core business is the manufacturing, sales and distribution of automotive products and marine related equipment and parts. The company is also involved in provision of financial and other support services in the motor industry. According to the 2012 financial report, the company had an annual sales turnover of  ¥9,409.0 billion (Nissan Motor Co., Ltd, 2012: P6). The Nissan Company Ltd has played a significant role in the general Indonesian economy. The company employs approximately 157,365 full-time employees annually in its global market with 10% coming from Indonesia. The company has also contributed significantly to the automotive industry, which accounts for 48% of the national GDP of Indonesian economy (Nissan Motor Co., Ltd, 2012: p13). Planning is very important for the lantern success of the company. According to the 2012 financial report, Nissan Company has identified various issues that call for strategic interventions. The company is operating under a mid-term plan termed as â€Å"NISSAN POWER 88† in the financial year 2011 to 2016. Under this plan, the company hopes to improve customer-driving experience, improve the power of the Nissan Brand and ultimately raise the quality of the Nissan car. With this plan, the company hopes to increase its share in the global market and also raise its operating income (Nissan Motor Co., Ltd, 2012: p17). In order to achieve this short-term plan, the Nissan Company has identified a number of strategies and tactics identified below: The company has established strategic alliances and partnership with other companies. The most successful alliance has been with Renault Company; this alliance was established in the year 1999. The other key strategic alliance was with Daimler AG Company that was established with the intension of sharing production technology (Interbrand, 2013:

Schein's Three Cultures of Management and Kouzes and Mico's Domain Essay

Schein's Three Cultures of Management and Kouzes and Mico's Domain Theory - Essay Example The learned theories have then been set into practice and have resulted to positive success as well as negatives failures depending on the individual theories and the ways they get implemented. Among the most renowned and well governing theories are the Schein’s Three Cultures of Management and Kouzes and Mico’s Domain Theory. The two theories exhibit particular similarities concerning the rightful proposals of how the managerial and leadership issues ought to be handled to achieve success of the individual organizations. However, the two theories also have some points of differences that call for careful analysis of the theories by an individual consulting leader before finalizing on particular decisions. Schein’s Three Cultures of Management According to Schein (1996, p.3), a typical organization has to be founded on the basis of three cultures of management including the operator, engineering and executive cultures of management. These cultures have to been in corporated and made to be dependent on each other in order to attain a more comprehensive and complete organizational management. The success or failure of the individual organization then depends on the manner in which the three cultures of management are linked up and run (Schein1996, p.3). ... hat operator culture within organizations enable and empower individual workers opportunities to innovate ideas that are fundamental to survival of the individual organization. In that respect principles of operator culture allows individual workers to operate in disregard to rules set to run particular organizations when certain conditions prevail. While operating complex activities and unanticipated occurrences, operator culture brings workers together by creating interdependency to formulate adaptable strategies for teamwork to accomplish the impending task. Schein (1996, p.13) however indicates that operator culture is often met with rules especially in the case of unpredictable conditions. Schein (1996, p.13) points out that the simmering problem with the operators is that they understand well that for job to be well done then they must involve innovation and personal skills in solving problems as not set out in the rules. However, this becomes difficult due to lack of incentive or managerial support defined to compensate such efforts. The result of such speculations is operators’ subversion of the true and more practical strategies to rely on the set rules. In the observation of Schein (1996, p.15), executive culture mainly applies to the individual CEOs who get promoted to the rank after passing through other levels of organizational management. The executive culture is mainly focused on the maintaining and ensuring adaptable financial health of the individual organization. As outlined by Schein (1996:13), there occurs difference in role between the CEO appointed from among the founders or family heading the organization and the promoted CEO. The former type of CEO exercises broader focus and assumptions in the organization while the later type of CEO focuses

Business Process Workflow Management Business Essay

Business Process Workflow Management Business Essay Business process management is important for both existing and new businesses. BPM is also known as Business Process Reengineering. It is a set of inter-related tasks that help companies maximize their present business processes and cope with future operational and organizational changes. An efficient business process saves and makes money for an organization. Workflow, in its very basic sense, is an implementation of the answers to the questions that arise in a business process. Workflow answers the questions, who? What? And When? in a business process. It is the movement of documents or tasks through a work process. Business process workflow management is an essential element in organizing a variety of business tasks and processes so that the business can be benefited as a whole. Workflow management systems range from the basic activities of a business to thousands of complex features. Workflow management helps business managers perform a lot of varying functions depending on the needs of the organization. Different businesses have different workflow management needs to perform varied functions for them. Some businesses need workflow management for organizing data available on the net; some need them for managing various business transactions whereas some need them for organizing and segregating all the documents of an enterprise. Workflow management is helpful to all kinds of business irrespective of their size. It helps them define and spot various processes that will help increase efficiency in the long run. Business process workflow management helps to define, create, execute and manage various processes within the organization itself and enhance business-to-business transactions to maximize productivity. It facilitates changes in the enterprise that are needed for its betterment and maximization of output and profits in the minimum time possible. It also helps an organization in spotting existing inefficiencies by keeping a constant check on their employees productivity. BUSINESS PROCESS MANAGEMENT JOURNALS Business process management is implemented to improve the effectiveness and efficiency of an enterprise by automating its business processes. The key factor involved in choosing a BPM solution is to choose one that will fit the organization in all situations, as conditions governing a business tend to change with fluctuations in market conditions. It is not feasible for an organization to change its BPM as and when situations change. Business re-engineering can mean serious trouble especially when applied by people who do not understand it. There are examples of thousands of organizations that were running into losses but subsequently, achieved remarkable profits due to well-managed BPM projects. The key to the success of these companies lay in applying BPM to their key business processes. Business process management journals play a key role in making businessmen aware of the prevailing business conditions and how to adapt to these changes by applying the right re-engineering and pro cess change projects. BPM journals are the premium channel for beginners, practitioners and researchers to acquire leading edge information related to current developments in BPM concepts, practices, tools and technologies. It is a helping aid for students studying BPM related areas and consultants who assist organizations in managing processes. They also provide useful articles that focus on quality and relevance. BPM journals provide information about developing business process management programs. They carry articles on a number of business activities that affect business efficiency and effectiveness. It provides information on integration and management of various activities that help in having an edge over the competitors. Occasionally, there exists a gap in understanding how to drive efficiency through a BPM approach even though one knows how to manage the various transactions. BPM journals help understanding the various BPM functions and helps filling up the gaps for true business performance. Some BPM journals provide insights into best practice management of key processes. These journals maintain a constant up date of all advancements made in the business field and illustrating the practical applicability of these through various case studies and examples. They also provide tips on how to manage business processes most effectively. BUSINESS PROCESS MANAGEMENT SOFTWARE SOLUTION Business process management focuses on the automation and standardization of existing and future business processes. BPM is the key to maximizing an organizations revenue, quality and respond to customers needs in real time by reducing business process problems. BPM tools and techniques have been steadily gaining in popularity and use in many companies. In todays global business environment, the need for automation of various business processes, continuous innovation and flexibility is turning many enterprises to go for BPM. BPM software helps in understanding and simplifying the complex process of business management. It helps in recognizing the various sources of inefficiencies in a company. There are a few key factors that have to be kept in mind while selecting BPM software. One of these factors is the extent of technical support provided by the vendor. To avoid any technical hassles at a later stage, it is essential to speak with the customer care center of the software company before choosing the BPM software solution. This should be done considering the needs and requirements of the business. BPM software that fits in with a companys business needs to be determined before choosing a BPM software solution. The same software does not suit all kinds of businesses. Familiarity with the software installed is of utmost importance. Sufficient time should be given to this activity of getting trained in using the software. BPM software with features that are not used is an absolute waste of resources and time because the main purpose of BPM software is using minimum time and money and maximizing profit in the long run. Several magazines and reviews are available online to give valuable information regarding BPM software solutions. BPM software offers advantages of flexibility and cost savings across all fields of business and ease of use in the business world today. The objective should be to ensure quick return on investment and potential for long-term growth. A GUIDE TO BUSINESS PROCESS MANAGEMENT Business Process Management (BPM) helps an organization in adapting to changing conditions in the market place so as to remain competitive. BPM is also known as Business Process Reengineering. A well designed BPM system can help an enterprise run efficiently and effectively, move according to the companys regulations, and spot inefficiencies in the business activities and bottlenecks to the smooth flow of work. BPM systems help in recognizing certain situations that may pose trouble in the future. They enhance the overall quality and quantity of the various services and products being provided by the organization. BPM can be extremely useful to employees and top managers of an enterprise. It assists the top executives in monitoring business activities and employee productivity. It is helpful to the employees as it reduces their working hours. It also helps an organization in abiding by the governmental rules and regulations set for the business world. A good BPM helps an organization in avoiding the mistakes it has made in the past. It helps in business-to-business transactions. There are a lot of BPM guides available which can direct an enterprise towards the right choice of BPM so that it can make maximum use of all the benefits of BPM. These guides help in understanding various BPM systems that can be employed according to the needs and requirements of different companies. It shows how maximum profits can be obtained out of limited resources. The changing situation of business is the key factor to be considered while choosing a BPM system. BPM system should be useful in all situations, which affect the business. This is because the system cannot be changed as when the market conditions change. The efficiency of the company would be adversely affected if BPM systems were not changed in accordance with changing circumstances. BPM technologies increase an enterprises potential to offer quality services to its valued customers at the least cost. .

The Immaturity of Professor Higgins in Pygmalion :: George Bernard Shaw Pygmalion Essays

The Immaturity of Professor Higgins in Pygmalion Professor Higgins is seen throughout Pygmalion as a very rude man. While one may expect a well educated man, such as Higgins, to be a gentleman, he is far from it. Higgins believes that how you treated someone is not important, as long as you treat everyone equally. The great secret, Eliza, is not having bad manners or good manners or any other particular sort of manners, but having the same manner for all human souls: in short, behaving as if you were in Heaven, where there are no third- class carriages, and one soul is as good as another. -Higgins, Act V Pygmalion. Higgins presents this theory to Eliza, in hope of justifying his treatment of her. This theory would be fine IF Higgins himself lived by it. Henry Higgins, however, lives by a variety of variations of this philosophy. It is easily seen how Higgins follows this theory. He is consistently rude towards Eliza, Mrs. Pearce, and his mother. His manner is the same to each of them, in accordance to his philosophy. However the Higgins we see at the parties and in good times with Pickering is well mannered. This apparent discrepancy between Higgins' actions and his word, may not exist, depending on the interpretation of this theory. There are two possible translations of Higgins' philosophy. It can be viewed as treating everyone the same all of the time or treating everyone equally at a particular time. It is obvious that Higgins does not treat everyone equally all of the time, as witnessed by his actions when he is in "one of his states" (as Mrs. Higgins' parlor maid calls it). The Higgins that we see in Mrs. Higgins' parlor is not the same Higgins we see at the parties. When in "the state" Henry Higgins wanders aimlessly around the parlor, irrationally moving from chair to chair, highly unlike the calm Professor Higgins we see at the ball. Higgins does not believe that a person should have the same manner towards everyone all of the time, but that a person should treat everyone equally at a given time (or in a certain situation). When he is in "one of those states" his manner is the

Method of Teaching

EFFECTIVE TEACHING METHODS AT HIGHER EDUCATION LEVEL Dr. Shahida Sajjad Assistant Professor Department of Special Education University of Karachi. Pakistan ABSTRACT The purpose of this study was to determine the effectiveness of various teaching methods used for teaching students at graduate level. Two hundred and twenty undergraduate students studying in 11 departments of Faculty of Arts, University of Karachi, were interviewed about their perceptions of best and effective teaching methods and the reason for that. Most of the students rated lecture method as the best teaching method.Reasons included; teacher provides all knowledge related to topic, time saving, students attentively listen lecture and take notes etc. The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective, the students don’t have to rely on rote learning, and this method develops creativity among students etc. Students†™ perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process.Introduction: Teaching and learning are the two sides of a coin. The most accepted criterion for measuring good teaching is the amount of student learning that occurs. There are consistently high correlations between students’ ratings of the â€Å"amount learned† in the course and their overall ratings of the teacher and the course. Those who learned more gave their teachers higher ratings (Cohen, 1981; Theall and Franklin, 2001). This same criterion was also put forth by Thomas Angelo, when he said; â€Å"teaching in the absence of learning is just talking. Doyle. T. (n. d. ). A teacher’s effectiveness is again about student learning. The literature on teaching is crammed full of well researched ways that teachers can present content and skills that will enhance the opportunities for students to learn. It is equally fil led with suggestions of what not to do in the classroom. However, there is no rule book on which teaching methods match up best to which skills and/or content that is 1 2 being taught. Students often have little expertise in knowing if the ethod selected by an individual instructor was the best teaching method or just â€Å"a method† or simply the method with which the teacher was most comfortable. Doyle. T. (n. d). â€Å"Research indicates that students are the most qualified sources to report on the extent to which the learning experience was productive, informative, satisfying, or worthwhile. While opinions on these matters are not direct measures of instructor or course effectiveness, they are legitimate indicators of student satisfaction, and there is substantial research linking student satisfaction to effective teaching (Theall and Franklin, 2001). A meta-analysis of 41 research studies provides the strongest evidence for the validity of student ratings since these st udies investigated the relationship between student ratings and student learning. Doyle. T. (n. d. ) quoted Ory â€Å"The use of students’ ratings for evaluating teacher effectiveness is the single most researched issue in all of higher education. Over 2000 articles and books have been written on this topic over the past 70 years†.Research on student evaluation of teaching generally concludes that student ratings tend to be reliable, valid, relatively unbiased and useful (Murray, 1994). Most universities embrace a process by which students provide anonymous feedback at the end of each course they complete. These ratings of instructor effectiveness, these ratings have been a hot topic since they were first employed in mid 1920’s (Chang, 2001) and they create an enormous challenge for nearly every institution that uses them (Hoyt & Pallett, 1999).Over the years student evaluation of instructors has changed significantly especially in the areas of the purpose and m ethodology. They have transformed from being primarily used to assist students in the selection of courses, to helping faculty members further develop and improve their teaching skills, to assisting administrators with respect to personnel decisions (Ory, 2000). Today, student ratings of instruction are widely used for the purpose of making personnel decisions and faculty development recommendations (Scriven, 1995).For administrators, the information derived from ratings aids them in making both summative and formative judgments dealing with faculty retention, tenure, and promotion, hiring, selecting faculty for teaching awards and honors, and in assigning teachers to courses (Franklin, 2001; Kulik, 2001). Braskamp (2000) suggests that instructors use the data formatively to develop and improve their teaching effectiveness. Student-ratings are in 2 3 fact used in over 90 percent of all colleges and universities in the United States and represent the most frequently used strategy for evaluating instructors and courses (Cuseo, n. . ). There is much debate within the higher education community on how teaching or teaching effectiveness may be defined (Braskamp, and Ory; 1994). For instance, Centra (1993), defines effective teaching as â€Å"that which produces beneficial and purposeful student learning through the use of appropriate procedures† (p. 42), Braskamp and Ory, (1994, p. 40) include both teaching and learning in their definition, defining effective teaching as the â€Å"creation of situations in which appropriate learning occurs; shaping those situations is what successful teachers have learned to do effectively†.Many researchers have focused on whether or not students are legitimate judges of teaching effectiveness. Though caveats abound, the general sense is that students are both rational and reliable sources of evidence (Arreola, 1995; Braskamp & Ory, 1994; Pratt, 1997), While in class, students are exposed to all sorts of instructional experiences (lectures, instructional materials and aids, readings, exams). They are in effect experimental consumers—able to discern quality, relevance, usefulness, and instructor interaction with students (Montgomery, n. . ). As consumers, Cuseo (n. d. ) claims that students can judge what is taught and how it is taught, yet Braskamp & Ory (1994) claim that students can only provide information with respect to teaching. However, Ory (2001, p. 12) sums it up best stating: â€Å"unless they haven’t been to class, as consumers they have a legitimate voice†. Theall, M. (n. d. ) mentioned that the students can answer questions about the quality of lectures, the value of readings and assignments, the clarity of the instructor's explanations.Students are certainly qualified to express their satisfaction or dissatisfaction with the experience. They have a right to express their opinions in any case, and no one else can report the extent to which the experience was use ful, productive, informative, satisfying, or worthwhile. Methodology Eleven departments were selected through purposive sampling from the Faculty of Arts, University of Karachi, including epartment of ; Special Education, Psychology, Social Work, Sociology, Mass Communication, Education, International Relations, English, Urdu, Persian, and Islamic learning. Twenty students studying at graduate level 3 4 from each department were selected through convenient sampling to seek their opinion about the most effective teaching methods (as perceived by them) used by their teachers, and the reasons for highly rating a particular teaching method.Total two hundred and twenty students were interviewed. They were asked to rate different methods of teaching used by their teachers on a scale of 1- 5, one being the least important and 5 being the most important teaching method. The results of the study were compiled and analyzed by percentage method. Objectives of the Study: †¢ †¢ †¢ †¢ To find out the various teaching methods used by university teachers to teach graduate students in different departments of Faculty of Arts.To explore the opinion of students about the teaching method they perceived as the most interesting and best teaching method. To find out the reasons for perceiving any teaching method as the interesting and best method. To provide suggestions for improving quality of teaching in the light of students perception and use of ratings Findings: Most of the students rated lecture method as the best teaching method. Reasons included; teacher provides all knowledge related to topic, it is time saving method; students listen lecture attentively and take notes etc.The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective, the students don’t have to rely on rote learning, and this method develops creativity among students etc. Students’ perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process I. Rating of Various Teaching Methods: Rating was done on a scale of 1-5, 1 – being the least interesting and 5 being the most interesting teaching method as indicated in table 1. Teaching methodsRating No of 4 students 5 Table 1 1 N Lecture Group discussion Individual presentation Assignments Seminars Workshop Conferences Brainstorming Role play Case study 53 18 52 25 26 27 25 34 24% 08% 22% 11% 12% 12% 11% 16% 44 53 54 54 53 34 54 20% 24% 25% 25% 24% 16% 25% 26 12% 89 40% 34 16% 53 24% 53 24% 54 25% 27 12% 53 24% 53 24% 34 16% 54 25% 53 24% 35 16% 80 36% 80 36% 52 23% 44 20% 26 12% 26 12% 35 16% 53 24% 25 11% 34 16% 54 25% 220 220 220 220 220 220 220 220 34 34 % 16% 16% N 18 18 2 % 08% 08% N 00 3 % 00% N 4 % N 80 36 % 34 16% 5 % 220 220 88 40% 80 36% Total 54 24% 27 12% II.Reasons for rating various teaching methods as interesting and best teaching methods: 1. Lecture Method †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ It creates new ideas. It is good for large class. Teacher is experienced and has mastery on subject, explain all points and can answer all questions raised by students. Students can ask if they need any clarification. Learn through listening Teacher explains all points. Students give their input Teacher discuss whole topic in the class in easy language so students can easily understand the topic. It is good for large class. Teacher provides all knowledge related to topic.Time saving as teacher is supposed to finish lecture in time. Students give their views at the end of lecture. 5 6 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Students can ask question if they have any problem to understand lecture. Students attentively listen lecture and take notes as the teacher ask questions at the end of lecture. Students know and understand basic concepts. It creates new ideas. Teacher knows all the students so he/she can use suitable strategies for the class to make them understand. Teacher is experienced and has mastery on subject and can answer all questions by students.Teacher share information with students so it creates interest in students. Students are more involved and participate when teacher ask question. Teacher provides notes. Students easily understand every point. Students share knowledge with teacher. Teacher is role model for students. More participation of students. Students listen to other’s opinion ; express their opinion. Discuss with teachers the points that were missed during discussion. Students learn on their own ; find out key points. Students exchange their ideas. Students get point of view of all and not only those who always speak.After discussion when students give their presentation, teacher corrects their mistakes. Students can make their own notes. The learning is more effective. 2. Group discussion: 6 7 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ They don’t have to rely on rote learning. Develops creativity among students. It evokes thinking among students. Students have time for preparation of topic. Students should have material and knowledge before discussion. Suggestion Only those students participate who have confidence rest do not participate. Concepts become clear after discussion. Every student gives his/ her opinion. 3.Individual presentation †¢ Hamm (2008) quoted Rafe; â€Å"A presentation involves motivating listeners to accept a new idea, alter an existing opinion, or act on a given premise. † †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Students first thoroughly understand the topic before giving presentation i. e. mastery on topic. It increases confidence among students. Good way to learn for only one student who is presenting. Students search lot of books to collect material Teacher’s supervision is important It enhances the ability of research on any topic as the students search topic from different books, websites etc.Active learning Give Chance to meet other people of same profession. Motivate and make student active in learning. Interested method. Give Chance to meet other people of same profession. 5. Seminars 4. Assignment 6. Workshops 7 8 7. Conferences †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Give Chance to meet other people of same profession. Networking with other institutions and professionals. More interesting More informative Gain knowledge Learning is effective More participation of students Students give their opinion Active learning Creative thinking is encouraged. Students think beyond their knowledge.Every one gets the chance to express their thoughts. Simple topics can be learnt through different angles. Interesting method Creative thinking is encouraged. Students think beyond their knowledge. Students enjoy the situation Active learning Easy to learn Active learning Creative thinking is encouraged. Students think beyond their knowledge. 8. Brain storming 9. Role play 10. Case study Discussion: Making teaching methods more interesting 8 9 Higher education faculty strives to become more effective teachers so that students can learn better, and many explore methods to improve their teaching practice.Depending on the nature of subject, number of students, and the facilities available, there are different methods teachers are using in the classroom. Below are given various methods and certain tips and techniques for improving these methods. (Sajjad, S. 1997) Lecture Method: A lecture is a talk or verbal presentation given by a lecturer, trainer or speaker to an audience. With all the advancement of training systems and computer technology, lecture method is still a backbone widely used in teaching and training at higher level of education.This method is economical, can be used for a large number of students, material can be covered in a structured manner and the teacher has a great control of time and material. A study conducted by Benson, L. , Schroeder, P. , Lantz, C. , and Bird, M (n. d. ). provides evidence that students may place greater emphasis on lecture material than on textbooks. Lecturing is not simply a matter of standing in front of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. Davis. 1993). McCarthy, P. (1992) in article â€Å"Common Teaching Methods† stated strengths of lecture method that it presents factual material in direct, logical manner, contains experienc e which inspires, stimulates thinking to open discussion, and useful for large groups. Our findings also revealed that most of the students considered lecture as best method because according to opinion of students ; it creates new ideas, it is good for large class, develops creativity among students, teacher is experienced and has mastery on subject, explain all points and can answer all questions by students.Sullivan ; McIntosh (1996) said that with planning and effective presentation techniques, the lecture can be a highly effective and interactive method for transferring knowledge to students. Lecture gives the pupils training in listening and taking rapid notes. (Kochhar. 2000, p. 345) Tips and techniques for improving lecture method †¢ Lecture material should be stimulating and thought provoking. 9 10 †¢ †¢ †¢ †¢ Information should be delivered dramatically by using example to make it memorable. The teacher needs to use questions throughout the lecture to involve students in the learning process and to check their comprehension.Reinforce learning by using visual supports like transparencies, flip charts, whiteboard/ black board etc. Teacher should take feedback of students to improve lecture method. Discussion: It is a free verbal exchange of ideas between group members or teacher and students. For effective discussion the students should have prior knowledge and information about the topic to be discussed. McCarthy, P. (1992) stated strengths of class discussion as; pools ideas and experiences from group, and allows everyone to participate in an active process. Kochhar (2000, p. 47) stated that; a problem, an issue, a situation in which there is a difference of opinion, is suitable for discussion method of teaching. Our study also revealed that the students rated group discussion (class discussion) as the second best method by giving reasons that; it has more participation of students, the learning is more effective, the student s don’t have to rely on rote learning, every student give his/ her opinion, and this method develops creativity among students. Tips and techniques for improving discussion method †¢ †¢ †¢ †¢ †¢ †¢ †¢ The teacher should spend sufficient time in preparing the process and steps of discussion.Different aspects of the topic and the parameters should be selected for the focused discussion. Sufficient time should be allotted to discuss all the issues. At the same time students should know the time limit to reach a conclusion. The teacher in the beginning should introduce the topic, the purpose of discussion, and the students participating in discussion. Before the start of discussion, background information about the topic should be provided. There is a need to include questions to provide direction. Relaxed environment should be created to foster the process of discussion. 10 1 †¢ †¢ †¢ Teacher after opening the discussion should p lay the role of a facilitator involving every one and at the end should summarize the discussion. Encourage students listen other’s point of view and then evaluate their own. Teacher should give value to all students’ opinions and try not to allow his/her own difference of opinion, prevent communication and debate. Role Play: Role play occurs when participants take on differentiated roles in a simulation. These may be highly prescribed, including biographical details, and even personality, attitudes and beliefs; or loosely indicated by an outline of the function or task.These techniques have already demonstrated their applicability to a wide range of learners, subjects and levels. (Singh, and Sudarshan, 2005, p 238, 239). It is a memorable and enjoyable learning method. To gain maximum benefits from this method, the incidents selected for enactment should be as realistic as the situation allows. Tips and techniques Before the role play, the teacher should brief partici pants about the roles they will play, give them time for preparation, confirm confidentiality of role play, and ask participants to behave naturally. †¢ †¢ Teacher should select ; brief observers about their roles.During the role play, the teacher must keep quiet, listen ; take notes, avoid cutting role play short, but give time warning if previously agreed. The teacher should be prepared for some action if participants dry up and can intervene as a last resort. †¢ After the role play, the teacher thanks participants, ask for feed back from lead participants, take comments from observers, ask other participants to comment, †¢ The teacher should use role names not those of participants, summarize, drawing out learning points, leaving the participants with positive comments and feelings.Case Study: Primarily developed in business and law contexts, case method teaching can be productively used in liberal arts, engineering, and education. This method is basically use d to develop critical thinking and problem-solving skills, as well as to 11 12 present students with real-life situations. The students are presented with a record set of circumstances based on actual event or an imaginary situation and they are asked: 1. to diagnose particular problem(s) only. 2. to diagnose problem(s) ; provide solution(s). 3. o give reasons ; implications of action after providing both problem ; solution. It is a time consuming method and sometimes the case does not actually provide real experience. It could be in-conclusive, and insufficient information can lead to inappropriate results. At the end, the students want to know the right answer by the teacher. The role of the teacher in conducting the case study should be to: †¢ †¢ †¢ read the case and determine the key problems faced by the decision maker, determine the data required to analyze the problems and or a synthesis into solutions, develop, analyze, and compare alternative solutions, and r ecommend a course of action. Tips and techniques †¢ †¢ Cases should be brief, well-written, reflect real issues, and open to a number of conflicting responses. Students should work in group to prepare a written report and/or a formal presentation of the case. Brainstorming: It is a loosely structured form of discussion for generating ideas without participants embroiled in unproductive analysis. It is a very useful technique for problem solving, decision making, creative thinking and team building.It develops listening skills. Tips and techniques Ground rules for running brainstorming session include: †¢ †¢ †¢ †¢ There should be no criticism and the wild ideas should be encouraged and recorded without evaluation. Emphasis should be placed on quantity of ideas and not the quality. There is a need of equal participation of members. It can be unfocused so teacher should know how to control discussion and facilitate issues. 12 13 †¢ It works well in sm all group Assignment method: Written assignments help in organization of knowledge, assimilation of facts and better preparation of examinations.It emphasizes on individual pupil work and the method that helps both teaching and learning processes (Kochhar, 2000, p. 358). Tips and techniques †¢ †¢ Teacher should describe the parameters of the topic of assignment. Fully explain assignments so that students know how to best prepare. When the inevitable question, â€Å"Will we be tested on this? † arises, make sure your answer includes not only a â€Å"yes† or â€Å"no,† but a â€Å"because . . . â€Å". Shea, A. (2009). †¢ Davis (1993) suggests that â€Å"Give assignments and exams that recognize students' diverse backgrounds and special interests.For example, a faculty member teaching a course on medical and health training offered students a variety of topics for their term papers, including one on alternative healing belief systems. A faculty m ember in the social sciences gave students an assignment asking them to compare female-only, male-only, and male-female work groups. † Recommendations: †¢ To evaluate teaching effectiveness different methods can be used including: peer review, self-evaluation, teaching portfolios, student achievement and students’ ratings of teaching methods used by their teachers. †¢ †¢ †¢ Students must be assured that the information they are giving is welcomed by the faculty and will be used to improve the teaching and learning in the course; otherwise they are unlikely to take the rating process seriously (Doyle. T. n. d. ). Teachers need to educate students in effective ways of giving precise feedback that addresses specific aspects of their learning experience. Teachers need to continually assure students throughout the semester that the ratings will be used for productive changes in teaching/ learning process and that there will be no chance of retribution to the students.

Expository Essay †Breastfeeding Essay

As parents, our main goal is typically to raise happy, healthy children. Do you know the ultimate start to a child’s optimal health? The very first thing a mother can do for her child is something that will provide more health benefits than most parents know, all throughout their child’s life. This one decision that will give your child the best start in life is very simple; breastfeeding. Breastfeeding has numerous physical and psychological benefits that it provides an infant. These benefits are often greatly underestimated and under-emphasized. There are many details that go into enforcing the fact that breastfeeding has been proven to be the optimal nutrition for infants, and these details are crucial in encouraging mothers to do what is ultimately the best thing possible for their children. Because of the incredible physical and psychological benefits breastfeeding provides an infant, doctors and medical organizations around the world have declared breastfeeding as optimal nutrition for an infant. One important factor of breastfeeding is breast-milk is specifically formulated for each individual infant by each mother. The composition of breast-milk is constantly changing to meet the changing demands of an infant. Breast-milk contains the exact amount of nutrients and antibodies that each infant requires for good physical health. Moreover, breastfeeding has been proven to strengthen an infant’s immune system and prevent illnesses and infections, extending this protection throughout the child’s life. In addition, breastfeeding has also shown to provide many long-term psychological benefits to infants. Breastfeeding promotes a healthy bond between mother and child and helps to instill trust and security in the infant. Also, breastfeeding offers long lasting mental health benefits and has even been linked to some intellectual advantages. According to the American Academy of Pediatrics, exclusively breastfeeding (relying only on breast-milk for nutrition and not supplementing with formula or solids) for the first six months of life will provide an infant with all the proper nutrition they need, while also providing the infant with antibodies and immunities. Breast-milk contains the right amounts of nutrients that infants need to thrive. Human breast-milk is made up of two types of proteins, whey and casein. Approximately 60% is whey and 40% is casein (â€Å"What’S In Breast Milk?†, 10/2011). The major concern with formula here is when it contains a higher amount of casein, causing it to be much more difficult to digest. Additionally, breast-milk contains fats that are important to an infant’s development, while also providing the right amount of carbohydrates, mainly, but not limited to, lactose. Lactose fights off unhealthy stomach bacteria while improving the absorption of calcium, phosphorus, and magnesium (â€Å"What’S In Breast Milk?†, 10/2011). Breastfeeding provides an infant with all the nutrition the child will require the first six months of life. Breast-milk alone is enough for the infant to rely on in order to meet nutritional requirements. Equally important, a mother’s milk also contains the right amount of antibodies and immunities designed for the infant. Thanks to the proper nutrition provided combined with a healthy amount of antibodies and immunities, breastfeeding has been proven to prevent illnesses and fight off infections . A mother’s milk is specifically designed to meet all needs of the nursing infant. Breast-milk contains antibodies that are passed on to the infant that help to fight off infections and illnesses. Furthermore, a nursing infant also receives certain immunities from the breast-milk. These immunities are not only valuable in helping to fight off infections and prevent diseases, but also help the infant to better respond to immunizations the child will receive throughout the first few years of life. In conjunction, these antibodies and immunities are key to warding off infections as simple as ear infections to illnesses as severe as SIDS (Sudden Infant Death Syndrome) and childhood cancers such as Leukemia. In the same way there are physical benefits from breastfeeding, there are also some psychological benefits as well. The bond and security between a mother and child is usually increased in a nursing infant than in a formula fed infant. The skin-to-skin contact offers infants a stronger emotional bond to their mothers and also enhances the bonding experience (â€Å"Breastfeeding Vs. Formula Feeding†, 01/2012). This has shown to lead to better emotional and mental stability. Breastfeeding and this skin-to-skin contact has proven to release the hormones ser otonin and oxytocin in both mother and child, which only encourages a stronger sense of security and trust, an important part of the emotional bond between a mother and her child. Breastfed children are also more protected from mental health and addiction problems that may occur later in life. Breastfeeding has also displayed a higher IQ score later in life in babies who were breastfed than in babies who were formula fed, especially those of premature infants (â€Å"Breastfeeding and IQ†, n.d.). Additionally, breastfeeding has shown to be the smoothest transition for a child from inside the womb to the outside world. By breastfeeding, the mother is offering the infant very important skin contact, which offers nourishment passed from the mother’s body to the infants, and this nourishment presents a sense of continuity from pre- to post-birth life. Thus, the infant is better able to understand that he is protected and that the mother is there to provide for his needs to adjust to the new world in which he is entering. Due to the unique bond breastfeeding enhances, it has been known to lower rates of infant abandonment. Another important fact about breastfeeding is its economic status. Not only is breast-milk readily available whenever it is needed, but it is also completely free of charge, not only to parents but to government as well. Moreover, breastfeeding also offers parents and government decreased healthcare costs. Many infants are formula fed when they could easily be breastfed. Unfortunately, many of these infants are born to parents who receive some form of government assistance. Alongside the health benefits breastfeeding offers, there are many economic benefits it offers as well, especially in regard to federally-funded programs assisting parents and infants. PhDInParenting (2009) found that, â€Å"In 2001, the USDA concluded that if breastfeeding rates were increased to 75 percent at birth and 50 percent at six months, it would lead to a national government savings of a minimum of $3.6 billion (and this only considered a few of the health benefits of breastfeeding, not all of them)†. Additionally, according to WIC (Women, Infants, Children), financially supporting a breastfeeding woman costs about 45% less than supporting a mother whose child is formula fed. Five hundred seventy-eight million federally-funded dollars is spent annually to support formula fed infants who could be breastfed with no complications. Due to the increased health benefits breastfeeding provides, it has proven to offer parents and government both decreased healthcare costs. Because it offers decreased health issues, breastfeeding ultimately saves money. It not only aids in preventing childhood infections and illnesses, but it also helps the mother with aiding in the prevention of many reproductive cancers, breast cancer, postpartum depression, and type 2 diabetes. Consequently, whether the parents have private health insurance or receive state aid, breastfeeding still saves money. Since breastfeeding increases the overall healthiness of a nursing infant, there are decreased healthcare costs because usually the nursing infant will not require as many visits to medical facilities as the non-nursing infant. Breastfeeding is also economically stimulating because breastfeeding mothers typically do not miss as many work days due to health related issues, whether they are concerning the mother or the infant. With that being said, it is clear that breastfeeding truly is optimal nutrition for infants. The benefits of breastfeeding are important factors in a child’s life, even excluding all the benefits breastfeeding provides the mother as well. It has been said time and time again, â€Å"breast is best†, and there is scientific reasoning behind that statement. With all the benefits infants receive, both physical and psychological, it is fairly cut and dry: the breast truly is the best. While formula is made to best mimic the nutritional value of breast-milk, it is still lacking in many aspects. Even more important, breastfeeding provides infants with psychological benefits that most medical professionals will argue formula just cannot give an infant. With the right resources and support system, many mothers can successfully breastfeed their infants. Unfortunately, a very small percentage will follow the American Academy of Pediatrics’ recommendations concerning breastf eeding, which is why proper education on the physical and psychological benefits of breastfeeding are crucial in encouraging mothers to make the decision to give their child the gift of optimal nutrition.