Recomedation to Managers Who Feel Stuck or Underutilized in their Jobs Essay

Recomedation to Managers Who Feel Stuck or Underutilized in their Jobs - Essay Example At this stage in life, children would have grown up and left home. This allows such managers’ to do things they would not do when they were younger.The managers are not tied down to geographical areas or neighborhoods, it is possible to accept overseas posting or to new environments within their own country. The managers are seasoned, experienced and have in-depth knowledge of the working of the company. This allows them to seek new opportunities for opening and running overseas company branches or newly acquired businesses. Many companies utilize managers who are at this stage of company development to integrate newly acquired businesses. In midlife, some neglected or latent parts of the self-begin to bubble up and be manifest. Managers who feel stuck in their jobs should utilize their new personality traits to seek out more challenging opportunities to utilize their skills in combination with these new personality traits. Managers who feel underutilized should be creative and carefully plan how to renew their careers with the support of their immediate supervisors.Constantly thinking of new ideas and seeking different approaches to solving problems and going to the immediate supervisor with specific practicable suggestions will help in shining the spotlight on the development needs. These managers may solicit for opportunities to review or develop company policies, as their opinions and perspectives on processes, problems and important issues are greatly valued. Managers who feel stuck in their jobs should join training programs and aim to improve their overall development; they should acquire new skills, techniques and develop a variety of specialties that will open new avenues for challenging.

Banking - International expansion of commercial banks Essay

Banking - International expansion of commercial banks - Essay Example However, despite the benefits associated with this trend of internationalization such as the availability of funds, risk diversification and enhancement of efficiency in the local banking sector, it also has the demerit of causing financial shocks to an economy as observed in the recent financial crisis. Considering the increased expansion and growth of international trade and business networks, internationalization of banking sector has become very important to our current global economy. This is because through international banks access to funds has been eased especially to credit-constrained firms and households; in addition, this has introduced competition in the local banking sector that has led to increase of consumer surplus due to decreased rates of borrowing and increase on interest rates paid on deposits. Furthermore, this competition has led to local banks being more efficient and as a result enhancing economic stability Internationalization of the banking sector has the benefit of facilitating capital flows especially from the economies rich in capital to the poor ones where the returns are perceived to be higher (Mullineux & Murinde 4). This in turn enhances the growth of the poor economies by boosting their savings and investments as well as reducing their capital costs. In addition to this, internationalization leads to the stability of the highly volatile interest rates owing to the convergence of local interest rates with those in international markets. However, this benefit has been doubtful and elusive following the recent financial crisis. On the other hand, despite the increased numbers of banks turning international, those that have successfully turned their exploits to profitability have been very few owing to the risks associated with the venture. Capital flow despite being a benefit of commercial bank internationalization, it is also one of the leading causes of the liquidity risks in an economy associated with internationalization. Th is is usually associated with the cross-border outflow of capital that greatly influences and affects the economic stability of a country. Moreover, considering there is interest rates differences amongst countries capital will flow to those economies where there are high returns expected and those whose central banks have low mandatory deposits with commercial banks. In addition, due to the capital inflow from these foreign banks increases liquidity in a country this may negatively affect the monetary measures undertaken by central banks in combating economic and monetary issues in the given economy. This implies that as a result of commercial bank internationalization has led to lack of autonomy in the application of monetary measures and policies in a given economy that has international banks. Furthermore, the entry of foreign banks may bring about equity problems hampering the local completion to the disadvantage of the local or domestic banks that cannot access equity as easil y as the foreign banks. Moreover, despite the allure that banks find when internationalizing often comes with the disadvantage of exposing themselves to uncertain political and economic risks associated with different economies country risks (Schoenmaker 35). This is because the process of internationalization exposes a bank to an economy’s market specific and inherent factors for instance regulatory frameworks, unfamiliar

Using Picture Books in the Secondary Classroom Essay Example for Free

Using Picture Books in the Secondary Classroom Essay There are many reasons to use picture books in middle and high school classrooms (Albright, 2002, 418). Picture books are very useful in all subject areas and all content areas that are taught to secondary students (Albright, 200, 418). There are three stages of planning and implementing that must be considered and understood when utilizing picture books in instructing older children (Albright, 2002, 419). In order to effectively use picture books during read aloud, the secondary teacher must plan, prepare and produce (Albright, 2002, 419). A teacher must plan what book will go with what lesson and ensure that the text is age appropriate (Albright, 2002, 420). The teacher must also prepare a lesson that will make use of the picture book in such a way that students will be engaged in the text within the book (Albright, 2002, 421). Finally, the teacher must produce learning using the selected picture book. In other words, the teacher must be able to observe students learning the intended outcomes while listening to and learning from the picture book (Albright, 2002, 421). â€Å"The primary focus of using picture books in higher grades is to increase students’ literacy skills and ability to analyze short stories† (Tiedt, 2000, 1). Picture books have a great deal to offer middle and high school students (Tiedt, 2000, 1). There are four major reasons why teachers should consider using picture books in teaching secondary students (Tiedt, 2000, 1). The first is that picture books are useful resources for promoting good classroom discussions (Tiedt, 2000, 1). Second, picture books provide engaging models for teaching writing (Tiedt, 2000, 1). Third, students can improve their oral language skills as they read out loud, performance dramatic reenactions and tell stories (Tiedt, 2000, 1). Fourth, can use picture books as models to write their own picture books and therefore enhancing their own individual creativity (Tiedt, 2000, 1). There are many reasons why picture books are so useful and should be incorporated into secondary classrooms (Young, 1). The themes of many picture books are appropriate for all ages and they include many genres that cover topics of importance to students of all ages (Young, 1997, 1). Second, many new picture books are published each year and older students may not have had the benefit of reading these new books. Using new picture books in secondary school settings exposes older students to resources they may otherwise have missed as new picture books incorporate better artwork and more high quality metaphor and description (Young, 1997, 1). Third, picture books are incorporating many more real world events and topics than they have in the past. For example, more picture book writers are writing about such issues as war, global warming and nuclear destruction (Young, 1997, 1). Fourth, the short format of books allows for easy incorporation into lessons. The material in short picture books is easy for secondary students to comprehend and therefore students are able to quickly grasp the subject so they can move on towards creatively applying the material to the topic or subject being studied (Young, 1997, 1). Finally, picture books the pictures in picture books can be used as a comprehension aid for secondary students (Young, 1997, 1). In the current age of television and video games, secondary students have become accustomed to using pictures to make connections so picture books build on this ability. The visual cues in pictures allow students to easily comprehend what they are reading and use those applications in the lesson material (Young, 1997, 1). One subject where picture books can be enormously useful is in math (Spicer, 2004, 1). Typically, picture books that discuss math concepts are only used in the primary levels of school. However, there are a great many picture books that can get even high school students excited about math (Spicer, 2004, 1). For example, elementary school students will gain a firm grasp on geometric concepts when reading Sir Cumference and the First Round Table. The book details the efforts of Sir Cumference and his son Radius, in showing the knights how they can all sit peacefully at a square table (Spicer, 2004, 1). High school students would enjoy the silliness of this book as well as reviewing basic geometry concepts (Spicer, 2004,1). Similarly, there are many picture books that can be applied to high school life. One good example is The Dot and the Line: A Romance in Lower Mathematics. This book is about a love triangle. The straight line is in love with the dot that is in love with the squiggle. By the end of the story, high school students will learn that when a line bends a little, a vector is created (Spicer, 2004, 1). Students of all ages love picture books (Spicer, 2004, 1). There are many fun and easy ways to incorporate picture books into secondary math lessons (Spicer, 2004, 1). Students can choose a book from a list provided by the teacher and write a report about the math concepts included in the story (Spicer, 2004, 1). They can also write mathematical sequels or prequels to books that are read aloud in class (Spicer, 2004, 1). Utilizing picture books as part of math lessons will ensure that weeks later secondary students recall both the story and the lesson (Spicer, 2004, 1). Another way that picture books are useful in the secondary classroom is in assisting struggling readers (McEwan, 2007, 1). Generally, high school students read very long and complex textbooks (McEwan, 2007, 1). The problem lies in the fact that struggling readers cannot use these textbook to learn because they are not fluent enough readers (McEwan, 2007, 1). Therefore, picture books can help struggling readers become better readers at the same time that they are learning the same concepts as the other students (McEwan, 2007, 1). In addition, background knowledge is important when teaching nonfiction concepts to secondary school students (McEwan, 2007, 1). Easy nonfiction books should be collected and provided to students who need alternative resources when textbooks are too challenging for them (McEwan, 2007, 1). Further, when students gain the necessary background knowledge and learn key concepts through reading easy nonfiction picture books, they are able to gain the confidence to try the more challenging textbook material (McEwan, 2007, 1). In order to assist struggling readers, a comprehensive list of nonfiction picture books aimed at math, science and other subjects should be compiled and made available to teachers and students (McEwan, 2007, 1). Writing is another subject area where picture books provide an enormous benefit to secondary students (Culham, 2000, 1). Picture books are a readily available but untapped resource that many secondary teachers are just beginning to discover (Culham, 2000, 1). Picture books can be highly visual and motivating in teaching students to become better writers (Culham, 2000, 1). Picture books can be used as models to help writing students organize their thoughts in meaningful ways, to explore new topics and share different viewpoints about various topics (Culham, 2000, 1). Using picture books can show students how other authors use word choice, and editing to create a polished piece of written work (Culham, 2000, 1). In addition, picture books can enable students to use a small amount of text to find a large amount of meaning (Culham, 2000, 1). There are a wide variety of topics available in using picture books and these topics can inspire creativity in writing students (Culham, 2000, 1). Picture books explore current and relevant topics that can further enhance writing ideas (Culham, 2000, 1). Finally, picture books can often inspire fresh creativity about old ideas that can lead to better writing (Culham, 2000, 1). Social studies is another area where picture books can be easily incorporated into lesson plans (Young, 1997, 1). The study of people places and cultures are natural compliments to picture books (Young, 1997, 1). The true life events of the past and present can be portrayed through the eyes of the characters and current events can be explored (Young, 1997, 1). Events such as World War II, the Vietnam War and Paul Revere’s ride teach about these historical events in easy to follow formats (Young, 1997, 1). In addition, current events such as homelessness can be described through short picture books that incorporate pictures and text to convey the seriousness of such issues (Young, 1997, 1). Science can very easily incorporate picture books (Young, 1997, 1). An obvious example would be the Magic School Bus series that explores various science concepts through and elementary classroom and its use of the magic school bus to take field trips (Young, 1997, 1). These books explore science concepts that are easy for elementary school students to understand but are also relevant to secondary school students as they provide good introductions into science concepts that can then be built upon (Young, 1997, 1). These books provide a way to explore science through the eyes of children and include a great many side notes and text that describe such concepts as the solar system, the human body, the earth and the water cycle (Young, 1997, 1). Finally, picture books can be successfully incorporated into vocabulary lessons (Bartell, 2005, 57). In fact, picture books can be used as an alternative to traditional vocabulary instruction (Bartell, 2005, 57). Traditional vocabulary instruction often makes students copy words and their definitions into notebooks but picture books allow students to as models to create their own picture books. The use of alphabet books gives students the creative ideas necessary to write their own text and therefore increase vocabulary as they write (Bartell, 2005, 57). The nature of picture books allow for high levels of vocabulary and the illustrations provide further avenues for students to make connections between pictures and words (Bartell, 2005, 57). Picture books in the hands of skilled language arts teachers can create lessons of extraordinary educational value (Young, 1997, 1). The content of the picture books are important in increasing secondary students reading and writing abilities but their value goes far beyond this content (Young, 1997, 1). The pictures used in children’s literature can also help students build awareness of language as well as explore illustrations as a way to communicate meaning in a non intimidating way (Young, 1997, 1). Therefore, teachers need to be cautious when choosing picture books to incorporate into lesson plans. They must choose picture books based on the quality of the art and the quality of the text (Young, 1997, 1). The pictures and the text need to work together to provide a comprehensive book that will be easily incorporated into the lesson plan (Young, 1997, 1). In order to successfully picture books into secondary classrooms, some important changes need to be made (Young, 1997, 1). The first is the attitude that picture books are children’s literature. Instead, picture books should simply be viewed as literature (Young, 1997, 1). Once this attitude is changed then educators can start seeing the curriculum opportunities that picture books offer (Young, 1997, 1). Picture books entertain students and provide information about a wide variety of topics that can then lead to a greater understanding of the world (Young, 1997, 1). Picture books are another tool that literacy teachers should know about, have access to and incorporate into their lesson plans (Young, 1997, 1). Teachers have been reading aloud to elementary school students for centuries (Guignon, 2001, 1). Research has shown the value of reading out loud to emerging readers (Guignon, 2001, 1). However, once a child learns to read on his or her own, being read to out loud often decreases or stops altogether (Guignon, 2001, 1). Reading aloud to students of any age helps them improve the important literacy skills of reading, writing, speaking and listening (Guignon, 2001, 1). Students listen to stories read out loud on a higher level then they read on their own and so hearing stories read out loud stimulates their understanding of vocabulary and language patterns (Guignon, 2001, 1). There are some important guidelines for teachers when reading out loud to secondary students (Guignon, 2001, 1). The first is that the teacher and students must make time to discuss the story in order to expand student understanding of the topic the story covers (Guignon, 2001, 1). Second, the illustrations should be used to encourage prediction and interpretation. Using the illustrations can add to the students’ understanding of the events in the story (Guignon, 2001, 1). Third, read out loud gives students the opportunity to learn more about different authors and illustrators. It also allows them to look forward to reading other books by favorite authors (Guignon, 2001, 1). Fourth, hearing picture books read out loud gives students the chance to relate the stories to their own experiences (Guignon, 2001, 1). Finally, reading out loud brings in more curriculum related topics that are of special interest to the class (Guignon, 2001, 1). Teachers are often wary of presenting controversial and private topics into their curriculum and instruction (Bartell, 2005, 57). Picture books provide an outlet for these issues by presenting the material in non threatening way (Bartell, 2005, 57). Secondary students are often facing many stressors as they are not quite grown yet but are no longer children. Their bodies are changing as are the nature of their social situations (Bartell, 2005, 57). Picture books provide a way for students to explore the issues that present themselves at this point in life by exposing them to characters going through similar experiences (Bartell, 2005, 57). Picture books are short and get right to the point so they provide an easy way to show secondary students how to deal with situations that they are experiencing (Bartell, 2005, 57).

Why Are Gasoline Prices Going Up So High? Essay examples -- essays res

Why Are Gasoline Prices Going Up So High? If everyone else in the world is paying a lot more for gas, why shouldn't Americans? Take your average spoiled American who blames the Arabs for raising the gas prices unfairly in order to make a bigger profit. It's true, gas prices have gone up by a lot in the last few months, but is that unfair? Prices still are a lot higher in Canada, Europe and just about any other developed nation, according to Mike Royko in the May 2, 1996 issue of the Chicago Tribune. Ted Z. Manuel in a letter entitled "Voice of the People" of the Chicago Tribune, said "Most anywhere in Europe, gas costs are from $3.00 to $5.00 per gallon. We scream when it hits a $1.35 to $1.75 a gallon, which if adjusted for inflation actually is cheaper than 25 years ago." It seems that Americans just think the world owes them a favor. Maybe it's time that they start playing fairly and stop feeling so sorry for themselves!!! According to many articles, Americans have a lot more to be thankful for than they do to complain about. For one, cars use gas a lot more efficiently than they did in the past. According to Royko, "even today's luxury cars give you better gas mileage than the cheapest Chevies, Fords and Plymouths did not that long ago." What does this mean? This means that gas prices should logically go up. It's the basic law of supply and demand. It's true that more Americans are driving, but the gasoline suppliers still deserve to get p...

Plan for Successful Team Building and Team Leadership Essay

Elements of Successful Team Building  · The importance of diversity should be inculcated in every member of the team to ensure respect and good working relationship.  · Engage the team members into a disclosure of who they are and where they are in relation to others. This is an act of building community within the team, which can facilitate harmony and better working relationships in spite of generational and other kinds of differences.  · Elicit commitment from team members to work towards common goals in the team and for the good of the whole organization. Team Leadership  · Understand the vision, the mission and the goals of the team for clarity of purpose and unity of the team and the organization.  · Develop the leaders of the team in good decision making and appraisal of the situation of the team. This way, they can make effective decisions even with constraints of time and resources.  · Empower the leader to be responsible and accountable and engage the team in various scenarios so as to develop greater trust in the leader and in themselves.

Notes On The Gospel Of The Christian Worldview Essay

Benchmark Assignment: Gospel Essentials â€Å"For God so loved the world, that he gave his only Son, that whoever believes in him should not perish but have eternal life (John 3:16, ESV). This is probably one of the most recognizable Bible verses of all time because it encompasses the core beliefs of Christianity. The Christian worldview is a set of monotheistic beliefs and values that involve a personal and relatable God that relies heavily on faith in God and Jesus Christ. This paper will describe the essential elements of the Christian worldview: God, humanity, Jesus, restoration as well as evaluate some of the benefits, perplexities, and impacts of being a Christian and explain how I am able to live out my own personal Christian beliefs. God God is the one and only sovereign Creator of everything and everyone in the universe. Some of the first-order points of doctrine include strong convictions in the Trinity which is believing that God exists in three persons; the Father, the Son, and the Holy Spirit (Diffey, 2014). Although this can be interpreted as three people, every part of the Trinity is equally God, just in different forms. They all had a vital role in the creation of the universe. Since God existed before all of His creations, he has the ultimate power and authority over everything. His presence is felt everywhere in everyone who believes, and is the source of all wisdom. 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Analysis Of George Orwell s 1984 - 791 Words

The Korean peninsula has a unique political situation of being one of the few divided countries on the globe. As a person growing up in the southern part of the peninsula, I had heard of North Korea more than anyone can possibly imagine—I can’t think of a single day when the TV news did not mention the tension building up between North and South Korea. And among the barrage of information about the North was how dreadful the living conditions of the North Koreans were. It was a routine part of education, where I was taught that the North Korean government is a group of people which does not care about the well-being of its citizens and that I am lucky to be living in South Korea. Before I understood the reality of the North Korea, when I was a young and immature kid who read George Orwell’s â€Å"1984†, I thought that, while some of the news about the North could be true, there must be some sort of exaggeration just to reinforce the negative feelings toward North Korea. Especially when it comes to news about people’s quality of life, I would brush the news aside, thinking to myself that not all of the news stories could possibly be true. But there were no exaggeration to it. The shocking revelation came to me when I worked at the Korean Institute of Tuberculosis during the summer of 2012. My main job as a summer intern was to translate an English version of Directly Observed Treatment guideline for tuberculosis from the British Columbia Center of Disease Control into Korean.Show MoreRelatedAnalysis Of George Orwell s 1984848 Words   |  4 PagesCritical Analysis In the George Orwell’s novel 1984, much of the society is watched and have no privacy of any kind. Every person in the Party is under surveillance. In effect, these people cannot live freely and independently, but it seems to be an impossible task because of of the Party surveillance, and how they limit thinking and manipulate reality. 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