My University Day Another drowsy Wednesday morning, we found out

My University Day Another drowsy Wednesday morning, we found out My University Day Another drowsy Wednesday morning, we found out our seats and sat down. It is funny to see everyone with a blank face after they were pulled from the sweet beds. Here came BringÂÆ' ¢Ã‚‚€‚™s voice: ÂÆ' ¢Ã‚‚€‚ÂÅ"Gosh! How I miss my bed! AhÂÆ' ¢Ã‚‚€‚ ¦Ã‚Æ' ¢Ã‚‚€‚ -SheÂÆ' ¢Ã‚‚€‚™s yawning, and made everyone near her do the same thing.ÂÆ' ¢Ã‚‚€‚ÂÅ"LingÂÆ' ¢Ã‚‚€‚ ¦.ÂÆ' ¢Ã‚‚€‚  The bell rang. Just at that time, Mr. Wang, our translation teacher came in. ÂÆ' ¢Ã‚‚€‚ÂÅ"Hey,ÂÆ' ¢Ã‚‚€‚  my deskmate murmured, ÂÆ' ¢Ã‚‚€‚ÂÅ"our teachers are never late for class, but never early for class too.ÂÆ' ¢Ã‚‚€‚  ÂÆ' ¢Ã‚‚€‚ÂÅ"Yes, but better than we are, arenÂÆ' ¢Ã‚‚€‚™t they?ÂÆ' ¢Ã‚‚€‚  I replied. ÂÆ' ¢Ã‚‚€‚ÂÅ"How come?ÂÆ' ¢Ã‚‚€‚  I sm iled: ÂÆ' ¢Ã‚‚€‚ÂÅ" See, here is the answer.ÂÆ' ¢Ã‚‚€‚  Several boy students rushed in and said sorry for their being late. ÂÆ' ¢Ã‚‚€‚ÂÅ"Because we are never early for class, but always late for it.ÂÆ' ¢Ã‚‚€‚  I said.Mr. Wang put out a heap of handouts and this action brought in a moment of chaos. Too much translation to do?! ÂÆ' ¢Ã‚‚€‚ÂÅ"DonÂÆ' ¢Ã‚‚€‚™t worry, weÂÆ' ¢Ã‚‚€‚™ll finish it in class.ÂÆ' ¢Ã‚‚€‚ Then a long, boring course was ready to begin.But before that there was an interesting call-over time. University teachers seldom do this, especially the male teachers. But today it is an exception! ÂÆ' ¢Ã‚‚€‚ÂÅ"Call my name, call my name.ÂÆ' ¢Ã‚‚€‚  We always relate to this song when the call-over happens. ÂÆ' ¢Ã‚‚€‚ÂÅ"Ways? Where is Ways? Absent?ÂÆ' ¢Ã‚‚€‚  ÂÆ' ¢Ã‚‚€‚ÂÅ"Sick.ÂÆ' ¢Ã ‚‚€‚ -A boy, WaysÂÆ' ¢Ã‚‚€‚™ roommate replied. ÂÆ' ¢Ã‚‚€‚ÂÅ"Really? Oh, I see.ÂÆ' ¢Ã‚‚€‚  A smile flashed on Mr. WangÂÆ' ¢Ã‚‚€‚™s face and he made a note on WaysÂÆ' ¢Ã‚‚€‚™ name. ÂÆ' ¢Ã‚‚€‚ÂÅ"Okay, next. Billy? WhereÂÆ' ¢Ã‚‚€‚™s Billy?ÂÆ' ¢Ã‚‚€‚  ÂÆ' ¢Ã‚‚€‚ÂÅ"SickÂÆ' ¢Ã‚‚€‚ -All of us, boys and girls, replied together and it made ourselves laugh out at the same time. ÂÆ' ¢Ã‚‚€‚ÂÅ"Ah, I see.ÂÆ' ¢Ã‚‚€‚  Mr. Wang repeated the words automatically.With no doubt, that was a best way to wake my brain up. I tried my best to listen to the teacher but from time to time my attention was distracted by the dream I had dreamed of last night. Mr. WangÂÆ' ¢Ã‚‚€‚™s hypnotic voice could always make us all back to the wonderful dreams. Some of my classmates began to nod their heads, and then bent their backs, ready to put their faces on the desks. But it seemed that they were also struggling to pull their back straight again. After several ÂÆ' ¢Ã‚‚€‚ÂÅ"noddingsÂÆ' ¢Ã‚‚€‚ , they surrendered totally and their faces were glued on the desks again. It reminded me of the days in highschool. When anyone of us was sleepy on the physics course, the young teacher who was also our best friends would throw a piece of chalk to his head, and then he would ÂÆ' ¢Ã‚‚€‚ÂÅ"apologizeÂÆ' ¢Ã‚‚€‚ : ÂÆ' ¢Ã‚‚€‚ÂÅ"Oh, sorry, my chalk gets drunk.ÂÆ' ¢Ã‚‚€‚  Then we burst out laughs and were waked up again. But it seems impossible for the university teachers to do so, and they donÂÆ' ¢Ã‚‚€‚™t care even if you sleep in their classes. ItÂÆ' ¢Ã‚‚€‚™s not polite to sleep in class, so I always struggle with my eyelids in case they would close up out of my control. And luckily most of the times I win them over.But winning over the eyelids doesnÂÆ' ¢Ã‚‚€‚™t mean I can beat the boredom down. When there was a time that we need some fresh air out of the classroom, the best choice (or the best excuse) is to go to the washroom. Men would go there for a cigarette to give themselves a lift. Girls would go there, standing in front of the mirror and combing their hair. ItÂÆ' ¢Ã‚‚€‚™s a way to refresh ourselves.Sometimes this method is not available. After the long, boring translation course was over, there came the class of international trade practice. Miss Huang would ban all of us go out of the classroom during the class time. I hate this regulation. And most of us donÂÆ' ¢Ã‚‚€‚™t like her very much not only for her unreasonable rule, but also because of her strong ÂÆ' ¢Ã‚‚€‚ÂÅ"ChinglishÂÆ' ¢Ã‚‚€‚ (Chinese English) accent, and that pronunciation is awful! I will show you how. Miss Huang always pronounces the word ÂÆ' ¢Ã‚‚€‚ÂÅ"againÂÆ' ¢Ã‚‚€‚  as ÂÆ' ¢Ã‚‚€‚ÂÅ"agunÂÆ' ¢Ã‚‚€‚ , and then we made this word ÂÆ' ¢Ã‚‚€‚ÂÅ"agunÂÆ' ¢Ã‚‚€‚  as her nickname. Hard to imagine that how university students are sometimes as mischievous as the primary school pupils. We also share the same things with the primary pupils. When we were still little boys and girls, we got out a conclusion that if we donÂÆ' ¢Ã‚‚€‚™t like a teacher, hence we show no interests in the course he gives. This ÂÆ' ¢Ã‚‚€‚ÂÅ"theoryÂÆ' ¢Ã‚‚€‚  also works in our university days. Shame on us: Most of us did a not-so-good job in the final exam on international trade practice. But I always tell myself IÂÆ' ¢Ã‚‚€‚™m learning for myself, not for anyone else, and whatÂÆ' ¢Ã‚‚€‚™s more, IÂÆ' ¢Ã‚‚€‚™m a university student now! So I should be much more mature than I was in the elementary school. If now the ÂÆ' ¢Ã‚‚€‚ÂÅ"theoryÂÆ' ¢Ã‚‚€‚  still works on me, I should feel ashamed. Actually I did feel ashamed.But when we meet with some interesting courses, there is another totally different story. In the afternoon of the same day, we like to attend Miss KangÂÆ' ¢Ã‚‚€‚™s course, because she just behaves like our peer although sheÂÆ' ¢Ã‚‚€‚™s now more than 30 years old. She entered the classroom like an easy breeze, dressed with casual wears. Her voice was so magical that it could attract our attention without effort. In her class she never made her students bored, and we seldom feel stressful and therefore we expressed ourselves freely. We talked about life, thoughts, dreams, hobbies, and she would exchange her special experiences with us. She knows our hearts: As university students, we long for having the teachers or professors with their own individu alized personality, because we have already been educated in a theoretical, monotonous way during the past 12 years, before we enter the university. As generation-X, we are interested in everything new and stylish, and we are apt to accept them. We are seeking for knowledge and also we are eager to have a different way of life. We need the teachers who can understand us well instead of the stereotyped ones.We feel so lucky that we are in a university for language studying. ItÂÆ' ¢Ã‚‚€‚™s an amazing experience because we have the chance to learn a second foreign language. The last course in Wednesday is one of my most favorite. They say girls, especially girls who learn language and literature are as romantic as a rose. I canÂÆ' ¢Ã‚‚€‚™t agree more. In the second foreign language learning, we would choose a special sentence as a starting point. Even the teacher knows the ÂÆ' ¢Ã‚‚€‚ÂÅ"conventionÂÆ' ¢Ã‚‚€‚  well, so when h e gave us the first course he put ÂÆ' ¢Ã‚‚€‚ÂÅ"Je tÂÆ' ¢Ã‚‚€‚™aimeÂÆ' ¢Ã‚‚€‚  on the blackboard and then told us:ÂÆ' ¢Ã‚‚€‚  DonÂÆ' ¢Ã‚‚€‚™t ask me how to speak ÂÆ' ¢Ã‚‚€‚˜ I love youÂÆ' ¢Ã‚‚€‚™ in France. IÂÆ' ¢Ã‚‚€‚™ve already told you.ÂÆ' ¢Ã‚‚€‚  Yes, that is our ÂÆ' ¢Ã‚‚€‚ÂÅ"starting pointÂÆ' ¢Ã‚‚€‚ . Then at the night girls would gather together and tell others how to pronounce ÂÆ' ¢Ã‚‚€‚ÂÅ"I love youÂÆ' ¢Ã‚‚€‚  in different languages:in Japanese, in German, in Spainish, in Russian, in KoreanÂÆ' ¢Ã‚‚€‚ ¦ Before I fall asleep at night, I always recollect what IÂÆ' ¢Ã‚‚€‚™ve done in the daytime. Did I do something good or bad? Do I satisfy with the whole day? if not, itÂÆ' ¢Ã‚‚€‚™s ok, because tomorrow is another day! It will be better, IÂÆ' ¢Ã‚‚€‚™m sure.

A Brief History of Seat Belts

A Brief History of Seat Belts The first U.S. patent for automobile seat belts was issued to Edward J. Claghorn of New York, New York on February 10, 1885. Claghorn was granted United States Patent #312,085 for a Safety-Belt for tourists, described in the patent as designed to be applied to the person, and provided with hooks and other attachments for securing the person to a fixed object. Nils Bohlin Modern Seat Belts Swedish inventor, Nils Bohlin invented the three-point seat belt - not the first but the modern seat belt - now a standard safety device in most cars. Nils Bohlins lap-and-shoulder belt was introduced by Volvo in 1959. Seat Belt Terminology 2-Point Seat Belt: A restraint system with two attachment points. A lap belt.3-Point Seat Belt: A seat belt with both a lap and a shoulder portion, having three attachment points (one shoulder, two hips).Lap Belt: A seat belt anchored at two points, for use across the occupants thighs/hips.Lap/Shoulder Belt: A seat belt that is anchored at three points and restrains the occupant at the hips and across the shoulder; also called a combination belt. Car Seats - Child Restraints The first child car seats were invented in 1921, following the introduction of the Henry Fords Model T, however, they were very different from todays car seat. The earliest versions were essentially sacks with a drawstring attached to the back seat. In 1978, Tennessee became the first American State to require child safety seat use.

MODIGLIANI AND MILLERS ADVICE ON DEBTS IGNORED BY COMPANIES Essay - 1

MODIGLIANI AND MILLERS ADVICE ON DEBTS IGNORED BY COMPANIES - Essay Example Considering the setting of a perfect market, with the absence of frictions, a seminal research conducted by Modigliani and Miller in 1958 proposed that the value of an organization’s market tends to operate in independence of such an organization’s capital structure. The argument by Modigliani and Miller had the essence, adding on the value of debt tends to lower the value of any outstanding capital (equity). Firm’s gain realized by utilizing more of the so seemed cheaper debt will be offset through the implementation of a higher costing policy of the adopted riskier equity. Therefore, considering a fixed value of total equity, the capital allocation between equity and debt will thus be irrelevant since the two capital costs’ weighted average will be of the same amount regardless of any possible combination of the two capital costs2. Unfortunately, no corporation operates in a perfect business world; few if any, are debt financed 100%. Since the realizatio n of the winning paper by Modigliani and Miller, a number of potential explanations regarding the applicability of certain financial structures have emerged, revolving around a number of elements such as the role of taxes, the default cost, credit rationing, equity dilution, and agency costs, while including goals by sponsors and management, yet such goals tend to differ from each other. Another suggestion by Modigliani and Miller is that organizations maintain a capacity of a borrowing reserve in order to accommodate instances of economic uncertainty. It is, therefore, essential to investigate each of the potential inefficiencies mentioned in the prior discussion. Regarding the impact of Taxes, Modigliani and Miller present assumptions which portray obvious violations on the deductibility of payments of interest, and tax as well as corporate taxes. Often, payments on interest committed to debtholders are part of the deductions exercised from corporate revenues before the taxation o f such revenues. Consequently, the retained corporate tax plays the role of a subsidy upon interest payments. On the other hand, if the income paid out is in the form of a dividend to stockholders, such an income will undergo double taxation. The initial taxation happens at the level of corporate through corporate taxes, while the subsequent taxation will be exerted on income tax upon holders of equity. Therefore, a corporation striving to reduce taxes while intending to maximize the incomes available to respective investors should, therefore, supports itself financially, entirely through debt3. Default Costs refer to costs associated with distresses of finances, and, more certainly, bankruptcy. Default costs help in keeping the firm from giving large amounts of debt in comparison to the firm’s amount of underlying financing equity. There are two forms of default costs; can either be implicit or explicit. Explicit default costs cover the payments committed to accountants, law yers, as well as other professionals who advise the firm in instances of liquidation and bankruptcy, or while filling protection forms. Explicit costs can portray an essential fraction of total assets of the corporation. Such fractions are committed to investors during bankruptcy. Additionally, it is essential for corporations to take into consideration, the indirect costs associated with the financial distress incurred when a firm approaches bankruptcy or even

Frustration Essay Example | Topics and Well Written Essays - 1250 words

Frustration - Essay Example The discussion in this paper is intended to be inclined to the case AS v Wijsmuller BV (The Super Servant Two), [1989] EWCA Civ 6, [1990]. The doctrine of Frustration under the contract law intends to reveal a number of propositions contextualized in the case AS v Wijsmuller BV. Some of these propositions include evolving to ease the rigor of the common law’s avowal on factual performance of unlimited promises, outcome of frustration to end the contract and an event must occur without a liability on the side of the party seeking to depend on it2. The Purpose of this paper is to analyze the statement â€Å"Since the consequence of frustration is to eradicate the contract and eject the parties from supplementary burden under it, the doctrine is not to be unconscientiously invoked, but must be kept inside much contracted limits and ought not to be unmitigated†. The discussion in this paper is intended to be inclined to the case AS v Wijsmuller BV The doctrine of frustratio n exhibits complexity when determining the cases in this context3. Some of the examples of frustration include destruction of the specific object, which is fundamental for execution of the contract, personal incapability, and non-occurrence of a particular event, state interference, delay and supervening illegality4. For the case of the AS v Wijsmuller BV (The Super Servant Two), [1989] EWCA Civ 6, [1990], the aspect of frustration is inclined to personal incapability, destruction of the specific object and supervening an illegality5. This case remains one of the landmark rulings in the history of contract law practice. The aspect of liability when considering the frustration doctrine creates a concern of narrow limits because of numerous reasons. For instance, the express provision for frustration is limited to the scope of not superseding over the express contractual provision for the exasperating occurrence. In fact, it becomes difficult to ascertain the extent of a frustrating e vent, particularly when its occurrence is inclined to the self-inducement and foreseeability of the event6. In essence, the narrow limits of the frustrating events should be a fundamental consideration in the endeavor to minimize the extent of frustration effects. This study reveals that the effects of contract frustration can only remain relevant if the doctrine is applicable. The aspect of causation forms the epicenter of argument in this case. It is notable that, the contract undergoes frustration when Wijsmuller submitted a fortnight later that, the contact could not be performed. The question of causation is evident and any judge would consider a case in which a seller is in a position to aver the defense of a clause, which defends him in situations where fulfillment is stalled by the exempt threat7. The consequent delivery of his accessible stock to other clientele will not be considered as autonomous cause of inadequacy, as long as when making such delivery the seller acted i n a reasonable manner in all situations of the case. This consideration should be kept within narrow limits to avoid unwarranted liability. Considering that, Dan King contract had been accorded carriage by Super Servant Two without a substitute and in the event that, the vessel had been lost before the time of carriage, then with ultimate assumption of non- negligence by Wijsmuller, it is probable that, the con

Learning Skills Improvement Service Essay Example for Free

Learning Skills Improvement Service Essay In my position as a workshop trainer at Deerbolt young offenders’ institute, the education I deliver for The Manchester College as part of their Offender Learning is supported, monitored and shaped by various professional bodies. The purpose of these bodies or sector skills councils vary however they all have a common goal in ensuring and enriching the quality of education being delivered. LSIS or the learning and skills improvement service are such a body who umbrella over every organisation that delivers qualifications throughout the country, and they do exactly what they say on the tin. LSIS improve quality, participation and increase standards in education and training. A lot of their work involves developing resources, implementing schemes, sharing delivery aids that improve quality and achievement and tailoring support to learners needs. â€Å"Colleges and providers helped by LSIS improved by one inspection grade at their next inspection.† (LSIS [ND] [online]) LSIS don’t just support the educational improvements though; in 2010 they recognised The Manchester College as a Healthy FE college, healthy initiatives offered throughout the college like loyalty cards, gym memberships and better eating schemes aimed to improve the health of students and staff. Another group that oversee our work as teachers is the professional body the IFL or the Institute for Learning. Their role is to register everyone practicing as a teacher or trainer in FE on to their database. They promote themselves as supporting professional excellence; they aim to increase the status of teachers as professionals, requiring a membership fee and proof of qualifications which is supported by the employer. They also champion the importance of CPD and require members to provide evidence of this and their teaching hours each year. This is seen to keep standards of teaching high, and promote quality and teaching as a profession. Until very recently this is how the IFL worked but due to the loss in government funding and teachers reluctantly to pay their own subscription the number of people renewing their subscription to the IFL fell by over half to just 85,000 signalling a loss of confidence in the body and an end to its presences. For many teachers and trainers in FE it was seen as a welcomed downfall as many believed the IFL did nothing for them, however now this professional body has collapsed there is no one regulating the qualifications or standard required to teach in FE which may lead to competiveness for jobs and or poor standards of teaching and training. These developments seemingly leave only Ofsted in place to assess the quality and standards of colleges and the individual teachers. â€Å"Ofsted would be made responsible for ensuring that FE teachers were appropriately qualified through inspections† (TES [30/03/2012] [Online]) However I see a huge flaw in this method of assessing quality and knowledge, not every Ofsted inspector can have the depth in knowledge of every subject of every teacher he or she is going to observe. For example if I am teaching bricklaying and I’m teaching unacceptable practices how is that inspector meant to know I am teaching the wrong methods? Surely the only way to overcome this problem is to have employed properly qualified teachers and trainers and not just people with some subject knowledge. Now that the IFL is a voluntary body the employers themselves have discretion over this matter. Construction Skills is another organisation that oversee and support the vocational training we deliver in offender learning. They are a massive organisation and have a lot of different strands from providing qualifications, courses and assessment and training support through CSkills as an awarding organisation. They also developing courses and provide support and training to local businesses through being an industry training board. In 2003 Construction Skills were awarded Sector Skills Council status, this allowed them to deliver valued support across the industry. Their main aims are to help reduce a shortage in specialise skills and help to bring a diverse workforce into the industry. They are also involved in improving business performance and developing professional standards for construction occupations both trade and professional. The other area that they cover is probably most relevant to my work as a vocational trainer; they have a large input on the improvement of education for apprenticeships and higher and further education. They achieve this by awarding grants for training, providing businesses with advice on getting the best from their work force offering card schemes, recognised qualifications and helping to link college learning with on the job experience. Professionalism As teachers, trainers, tutors or whatever you what to call us in FE we all have more than one hat we wear that makes us a professional. The IFL although seemingly no more used to keep everybody who worked as a ‘teacher’ under the status of a professional. They did this by having in place the requirement to achieve QTLS or ATLS within five years of working within the education sector. QTLS stand for qualified teacher learning and skills and ATLS associate teacher learning and skills. Everybody working as a teacher was required to register as one or the other of these statuses depending on your level of teaching qualification, the full Cert Ed being a level 5, I myself would have had to apply for QTLS status. However the following quote suggests that very little teachers working in the sector today have taken out the required status of QTLS/ATLS. â€Å"Only a small number of lecturers have become ‘fully qualified’ under the current arrangements: between 2,900 (GHK, August 2011) and some 6,000 (IfL submission, 2012). Whilst this number may rise as the five-year watershed approaches, some 85 per cent of FE lecturers have not embarked on the final supervised practice phase, following the diploma. We do not believe that so slight a result after such a long delay makes this qualification credible as a licence to practise which, properly speaking, should be earned before starting work, as it would be in other professions.† (Bis [03/2012] [Online]) By making this a requirement the IFL aimed at ensuring each individual teacher had the ability to work at the standards expected of a licenced practitioner. To meet this requirement you were expected to submit evidence of your teaching practice, subject and background knowledge, your continued professional development and your own reflective practice. I feel this was affair approach to the matter They may say the â€Å"licence to practice should be earned before starting work† but the profession of teaching is like no other. Its not really something you can learn out of a book you have to get out there and do it then reflect on it, prepare and do it again. My personal two hats consist of my subject specialism, Carpentry and Joinery level 3 qualification, and hopefully in a couple of months my Cert Ed teaching qualification. Other training and development also comes into it, like holding a CSCS card, which is the Construction Skills Certificate Scheme. Another initiative that Construction Skills mentioned earlier are responsible for putting in place. It means you must hold a valid card to work on any building site in the country. To get a card you must pass a construction health and safety test, the cards also state on the back your profession and level of qualification. This is another method of keeping this industry safe, to required standards and professional. â€Å"Professional formation allows teachers to describe how these standards are evidenced in their teaching practice, along with aspects of subject currency, teaching and learning, reflective practice and planning for continuing professional development.† (IFL [11/2008] [Online]) Professional formation isn’t just about your status or qualifications though. It’s a lot about your actions too. As professionals we are expected to present, conduct and discipline ourselves in a particular manor. However with this status we also have the benefits of being rewarded recognition for our work, enhancing collaborations, sharing good practices and having support and respect from our colleagues, colleges and partnering bodies. The importance of engaging in CPPD CPPD or Continuing Personal and Professional Development is something as professionals we should all be doing on a regular basis. It was a requirement of the IFL to record our CPPD hours each year and although a lot of teachers possibly never took this serious it is a good method of keeping in touch with current affairs and adapting to changing trends. The key thing to remember is that this is not just about completing a list of activities undertaken during the year that add up to 6 or 12 or 30 hours. The time spent can be meaningless unless it makes a difference. (IFL [08/2009] [online]) Education is one such sector that never stands still, the requirement to change and reform is evident and we do this to keep things interesting, relevant and to continually push up standards. From a personal point of view, if I’m teaching my subject specialism I want to be a fountain of knowledge in it, I think it’s important to have good subject knowledge and as I have been out of the trade a couple of years now this is something I aim the address on completion of the Cert Ed. I will look at gaining further qualifications in my subject, or maybe completing an assessor’s award. I have even considered going back to construction site work to gain further experience and update my knowledge. Ideally being out in the field working on actual jobs with students would be the perfect scenario for continually developing myself and I feel this would also benefit the learners immensely. As for CPPD in my teaching, I aim to complete all training events offered, for example we had smart board training at work the other day. I also aim to relish being thrown in at the deep end which regularly happens as a cover tutor. I’m lucky in the way my support role at the prison lets me observe a lot of different teachers each week and taking on their good practices and addressing learners needs is excellent CPPD for me. The importance of reflective practice Reflecting on our work as teachers is the best way to develop, its important to have regular teaching practice. We learn valuable things when were in lessons, under pressure and on the spot, however the real learning comes afterwards when we reflect and analyse the session. This is our time to put things right in our heads and prepare ourselves for the same scenarios the next time. It would be extremely difficult to pre-empt every situation that could occur and almost impossible to prepare for each. â€Å"teachers who explore their own teaching through critical reflection develop changes in attitudes and awareness which they believe can benefit their professional growth as teachers, as well as improve the kind of support they provide their students.† (tttjournal [ND] [Online]) Not only should we be reflecting from our own experiences but it’s also extremely valuable to reflect on observations, hearing opinions from another person’s point of view can really pin point things that may have been frustrating us for weeks. Critical reflective practice is more complex than just reflecting. It’s about planning how you will evaluate a lesson or even a CPPD event; it is good practice to critically review these situations through different people’s points of view. Your colleagues, students, boss, or even a person in the field actually doing what you’re teaching or being taught. With this in mind reflection is one of our most important tools. Bibliography Bis [03/2012] Professionalism in further education [Online] http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/p/12-670-professionalism-in-further-education-interim [Accessed 27/05/2012] IFL [08/2009] Guidelines for your continuing professional development (CPD) [online] http://www.ifl.ac.uk/__data/assets/pdf_file/0011/5501/J11734-IfL-CPD-Guidelines-08.09-web-v3.pdf [Accessed 12/06/2012] IFL [11/2008] Professional Formation [Online] http://www.itslifejimbutnotasweknowit.org.uk/files/IfL-professional-formation-overview.pdf [Accessed 12/06/2012] LSIS [ND] Our Impact in the Sector [Online] http://www.lsis.org.uk/AboutLSIS/LSIS-impact/Pages/default.aspx [Accessed 20/06/12] TES [30/03/2012] FE professionalism gets radical shake-up [Online] http://www.tes.co.uk/article.aspx?storycode=6202944 [Accessed 15/04/2012] Tttjournal [ND] Towards Reflective Teaching [Online] http://www.tttjournal.co.uk/uploads/file/back_articles/towards_reflective_teaching.pdf [Accessed 03/06/12]

student :: essays research papers

Strategies For College Writing: Sentences, Paragraphs, Essays Second Edition Jeanette Harris, Texas Christian University Ann Moseley, Texas A&M-Commerce Appropriate Courses Designed for courses in Developmental Writing and Basic Writing. Summary Strategies for College Writing offers full coverage of the basics of writing essays, paragraphs, and sentences with a focus on preparing students for academic writing and reading assignments. The book starts with detailed attention to the writing process at a pace that is comfortable for the developmental student. It emphasizes the importance of the controlling idea, the process of gathering information from both personal experience and other sources, the structure of an essay, and the way in which ideas are arranged and connected. In Part Two, students learn how to use models for each of the patterns of development. The sentence/grammar material is self-contained in Part Three for flexible use by students studying independently or by teachers who might want to focus on a particular topic. Students learn how to construct different types of sentences and how to use appropriate punctuation. Ample exercise material reinforces the instruction. Part Four, Critical Reading Strategies, focuses on the process of reading and relates it to the process of writing and provides students with effective strategies for summarizing, note-taking, and annotating reading material. Features An emphasis on academic writing and reading assignments prepares students to deal successfully with college work. Integration of reading and writing instruction reinforces how these two fundamental skills complement each other and helps students deal more effectively with academic discourse. Abundant exercise work includes group activities called â€Å"Participating in the Academic Community† at the end of each chapter to help promote active learning through collaboration. Chapters on doing research and conducting interviews and observations support students' efforts to look outside themselves for writing topics. A separate section of readings is grouped thematically and offers material from academic and popular sources for practicing critical reading and writing skills. Sentence exercises, including cloze and sentence-combining types, allow students to focus on the discrete skill being taught and then to work with the skill in the context of a paragraph or essay in passages provided in the text and in their own writing. Extensive examples of student writing are included in the writing sections of the book to provide examples that are accessible to students. An extensive instructor's manual supports a variety of course methods and emphases. Contents Each chapter ends with â€Å"Chapter Review,† â€Å"Participating in the Academic Community,† and â€Å"Writing Assignment.

Marketing and Powdered Energy Drinks Essay

I. Introduction Kings Food (Pvt. ) Ltd, the company behind LimoPani, saw the huge market of flavoured powdered energy drinks with only few major players like Tang and Energile. In order to come out with a unique product in this market, they conducted a market research. In Pakistan’s generally hot weather, lemon juice is traditionally consumed in water to provide refreshment from the sweltering heat of the sun. You will often find â€Å"thailay walas† near bus stops or populated places selling these drinks, locally termed as â€Å"sikanjbeen† or â€Å"nibopani†. Thus, King’s Food gave birth to LimoPani as a direct competitor of Tang and Energile in powdered energy drinks market. II. Competition & Market Structure The major competitors of LimoPani are Energile and Tang. The market structure of powdered energy drinks is as follows: III. Product Product Classification LimoPani is a shopping good which transitions into a convenience good. We have classified it thus, because: ? This good initially requires comparison with other like products in the market, e. g. Tang, Energile. ?It is not very low priced. Three Levels of Product. With LimoPani we are concerned with the core benefit offered and the actual product attributes. Core Benefit LimoPani’s core benefit can be phrased as: â€Å"LimoPani is an easy-to-make instant drink which will refresh you in the Pakistani weather be it hot or cold† Actual Product ?Quality Quality has a direct impact on the product’s performance. LimoPani has been surveyed and claimed to be â€Å"great tasting† and â€Å"very refreshing†. LimoPani is considered to be a product of very high quality. ?Features LimoPani does not have any extraordinary features since it is just a beverage and an edible item which is consumed over and over again.? Branding LimoPani as a brand name has been highly successful. This is because the target market responded well to the word â€Å"LimoPani† which is lemonade in Urdu. By using a brand name which is understood all over Pakistan, the marketer brilliantly enlarged the target market, since the description of the product is in the product name itself. ?Packaging Product packaging is nicely done. It is distributed displayed well with sachets, leading to â€Å"impulse buying†. LimoPani’s packaging contains sachets of 25g, the glass jars of 250g and 500g and tin cans of 1000g and 2500g. LimoPani’s packaging can be rated higher than its competitors, on a scale of attractiveness since the colours used (lime green and yellow) are attention grabbing. IV. Price The pricing strategy followed by SunSip is â€Å"competition-based†. LimoPani’s marketers are pricing their product on the basis of similar products’ prices, especially those of Tang. The pricing comparison is shown below: LimoPaniTangEnergile SizePriceSizePriceSizePrice 250 gRs. 55250 gRs. 50100 gRs. 15 500 gRs. 105500 gRs. 110350 gRs. 70 1000 gRs. 1901000 gRs. 190 2500 gRs. 4851500 gRs. 245 V. Place The sales distribution of LimoPani is great. No matter which place you go throughout Pakistan – any neighborhood or locality of whatever class, you will find LimoPani at the shops. In Karachi, for example, you can get LimoPani from elite supermarkets markets like Ebco at the Forum, Agha’s and Naheed to small shops and convenience stores located on the roadside and near residential localities. VI. Promotion LimoPani is being mass advertised, especially in prime time at the most watched channels of Pakistan in the first 2 years of its launch. Now, as it has become a well established brand in Pakistan, it is being moderately advertised. At the time of its huge campaign launch, it heavily targeted both electronic (TV and radio) and outdoor media. The launch TVC â€Å"Caveman† was implying on the old trusted form of lemon mixed with water, establishing LimoPani as a brand composed of natural ingredients. The follow-up TVC based on the â€Å"Family† was an effort to establish that LimoPani is meant for all age groups. Currently LimoPani’s advertising pattern can be classified as a â€Å"Flighting Pattern† VI. Positioning LimoPani has positioned itself remarkably well in the minds of the massive consumer base by created an image of a very high quality Pakistani product. LimoPani is the modern style of drinking the same traditional lemon juice during hot times, yet, its advertisements show that it is a product used by the entire family, young and old. It is not surprising then that, according to a research, many old housewives and women have actually shifted from making home made lemon juice and water to using LimoPani!! In innumerable retail stores, you will find LimoPani side by side with Tang and Energile, indicating that it is now considered a premium brand in the powdered energy drink market. It is being positioned as not just an individual consumption drink but also one that can be presented to guests. Mothers give LimoPani to their kids as an energy drink; housewives present it as a drink to guests; young teenagers drink it like Coca-cola. LimoPani has successfully been recognized as a drink for all times.

What Does It Mean to Be an Effective Teacher?

What does it mean to be an effective teacher? Introduction There are many factors that contribute to what it means to be an effective teacher. They could be someone who has a deep understanding of what they are teaching and skills to create an ideal environment to encourage positive learning outcomes for students regardless of their background or ability (Victorian Department of Education & Training, 2005). They will have the ability to develop a variety of strategies and practices to support student’s learning through planning, implementing and evaluating their lessons and a positive philosophy on pedagogy. Some other factors that form a successful and effective teacher could include having a professional attitude, a variety of knowledge from a range of areas and exceptional planning and organisational skills. An effective teacher will have the means to successfully manage a classroom, an ongoing commitment to professional development and of course, an ability to relate to children. A philosophy, such as constructivism, reflecting the teacher’s ideals and morals and teaching abilities will also provide structure to an effective teacher. Professionalism A professional teacher encompasses a range of standards such as academic, ethical, legal, personal and cultural (professional standards, is discussed in depth further on) (Whitton, Barker, Nosworthy, Sinclair & Nanlohy, 2010). Academic standards involve attaining formal teaching qualifications and complying with the relevant state teaching authority’s requirements on supplementing qualifications with teaching certifications (Whitton et al, 2010). An effective teacher will have attained the relevant qualifications and looked into their governing body’s standards and requirements to be able to teach. Ethical standards encompass undertaking the right conduct and practice in incorporation with the schools policies and procedures and the teachers own moral ideals and being sensitive to private information and transparent in behaviour (Whitton et al, 2010). Legal standards involve complying with child protection laws and providing relevant documentation clearing the teacher to work with children (Whitton et al, 2010). An effective teacher will provide this documentation upon application in any teaching role. Legally, teachers are also providing a duty of care to students, protecting them from any reasonable foreseeable harm whenever they are involved in a school based activity (Whitton et al, 2010). Personal standards refer to performing the duties of the role employed for in an honest and integral manner (Whitton et al, 2010). An effective teacher will need to appropriately â€Å"dress, act, speak and behave† (Whitton et al, 2010, p. 60). Arriving to school activities in a timely manner will also show a professional attitude (Whitton et al, 2010). Finally, cultural standards refer to respecting and showing tolerance towards students, parents and fellow staff from different race and religion (Whitton et al, 2010). An effective teacher will encourage community cohesion, recognise and value other cultures and promote tolerance (NSW Department of Education & Training, 2005). A teacher with professional standards and ideals will be effective as an educator, co-worker and community leader. Teaching philosophy An effective teacher will have developed a philosophy of teaching that fits within their ideals and provides a positive learning outcome for students. A teacher will need to decide what type of teaching approach they want to use such as an authoritarian approach which demands student compliance; a permissive approach where the teacher is more of a friend than an authority figure or; an authoritative approach where expectations are explained and self-direction is encouraged (Whitton et al, 2010). Setting goals and objectives in line with what type of teacher they intend to be, interpreting the curriculum and understanding students learning needs and abilities will help provide structure and organisation in the classroom environment. A productive way to set out these goals, objectives and teaching philosophy could be by creating a teaching portfolio. A teaching portfolio will allow a teacher to list any personal achievements, what they hope to achieve in the teaching profession and how they hope to achieve it and will continue to change over time as different approaches to teaching are developed and evaluation and reflection on teaching practices are planned and implemented (Haugen, 1998; The University of Adelaide, 2005). Although not mandatory, a teaching philosophy, especially for a graduate teacher, will provide a platform to return to when facing uncertainty, anticipation or fear when teaching for the first time (Beginning Teachers, 2011). A teacher’s philosophy will influence how they teach and show that they are committed to their profession and creating a positive learning environment. An effective and common type of teaching philosophy involves a constructivist approach. Constructivism A constructivist approach to teaching is currently the main type of method used in Australia today (Fetherston, 2007). Constructivism typically involves students taking whatever they learn in the lesson, interpreting it with the assistance of their own view and memories and constructing an individual variant of the lesson (Fetherston, 2007). In most classrooms, this will happen in a group setting, known as social constructivism but can happen individually which is known as psychological constructivism (Fetherston, 2007). A social constructivism approach relies on language and interaction with others and is more effective if the others have a greater understanding of the task (Fetherston, 2007). Lev Vygotsky, a Russian psychologist, believed that adults can nurture a child’s approach to learning and development through encouraging them to undertake activities using physical and cognitive tools to further their performance and interpretation of the activity (McDevitt & Ormrod, 2010). In a classroom, a social constructivist approach will allow children to develop their thinking processes, communication and ability to complete tasks through social interaction then adopt an individual approach to tasks through repetition and personal interpretation (McDevitt & Ormrod, 2010). A psychological constructivist approach is based on a child’s physical and social environments effect on their cognitive development (Fetherston, 2007). Jean Piaget, a pioneer in child development, implied that people have four stages of development, each with their own characteristics starting from birth through to adulthood (Fetherston, 2007; McDevitt & Ormrod, 2010). Piaget found that different cognitive processes take place, influencing a child’s interpretation of a task depending on the development stage they are in (Fetherston, 2007). In a classroom, using this approach would require the teacher to understand the stage of development the child is in and incorporate their abilities whilst in that stage to the presentation of the lesson. Adopting a constructivist approach, whether social or individual, to teaching will allow a teacher to have a range of well researched teaching strategies to incorporate into lessons, creating a positive, nurturing class environment (Fetherston, 2007). Knowledge & planning A teacher’s knowledge is not just about what they have learnt through study, but their knowledge of curriculum and content, issued by the relevant governing body; knowledge of students, including information gathered before meeting the student and information gathered whilst teaching; knowledge of the school environment, such as school history, policies and procedures; knowledge of the community the school is situated in and; self-knowledge of the teachers own teaching style (Whitton et al, 2010). By using their knowledge from all these fields, an effective teacher will be able to plan, implement and evaluate a lesson to attain an ideal learning outcome (Whitton et al, 2010). Planning a lesson will involve taking the required knowledge from the areas above and preparing to deliver it to the class (Whitton et al, 2010). Implementing a lesson will involve using the appropriate planned materials and resources to deliver the curriculum content to the students in the allocated timeframe (Whitton et al, 2010). Evaluation will require the teacher to reflect upon a number of factors including the students understanding of the lesson, the suitability of the lesson content and the teaching strategies used (Whitton et al, 2010). An effective teacher will be organised so students are continually motivated to complete any tasks and participate in the lesson. Motivation Motivating students to participate in learning will require a positive, effective teaching strategy. Motivation can be described as setting students in the right direction and keeping them on track (McDevitt & Ormrod, 2010). Even though one person is not accountable for the motivation of another, a teacher should make learning attractive by offering incentives and positive reinforcement and encouraging self-motivation (Christophel, 1990). There are two types of motivation to understand, intrinsic motivation, when the student completes a task for no external reward or extrinsic motivation, where they receive an award or avoid punishment for completing a task (Marsh, 2008). Understanding the types of motivation will help the teacher set achievable learning goals for the students and attaining these goals through extrinsic motivation will encourage students to be more confident and in turn use intrinsic motivation to achieve tasks (Marsh, 2008). A motivating teacher will have a lasting effect on a student’s ability to learn. By understanding that student motivation decreases through the school years, an effective teacher will have strategies in place to engage students and keep them focused (Whitton et al, 2010). Some of the most effective motivational strategies include having a relaxed body position, enthusiasm and sensitivity, providing verbal encouragement and offering a simple smile (Christophel, 1990; Marsh, 2008). This will come across as positive to the student who will feel competent and self-efficient. Incorporating motivation into the classroom requires a teacher to have effective management techniques. Classroom management Being an effective teacher means setting in place a classroom management plan that encompasses proactive behaviour management, setting clear expectations and successful lesson planning skills (Queensland College of Teachers, n. d). This will create a positive, safe learning environment that can motivate and ncourage students to be involved in their learning experience. Proactive behaviour management will require the teacher to use effective, appropriate responses to misbehaviour that minimise disruption to the rest of the class (Bennett, 1994). A teacher will need to incorporate skills from a number of areas such as knowledge of curriculum and content, understanding of human development and planning skills to create an effective lesson (Whitton et al, 2010). They will also need to have: access to a variety of resources and materials to assist in presenting the lesson; teaching and learning strategies in place such as what instructional modes will be used to deliver the lesson, how the students will be grouped during the lesson, how much time will be allowed for the lesson, what space will be required to undertake the lesson and how the students will be assessed on their understanding of the lesson; exceptional interpersonal and intrapersonal skills to enhance how the teacher relates to students, co-workers, non-teaching staff and parents and; day to day classroom management and organisation abilities (Whitton et al, 2010). An effective teacher will allow considerable time to prepare lessons and organise the management of the classroom. To continue to develop on these skills, the teacher will need to reflect on their skills and seek further development to enhance their abilities. Professional development & reflection Lastly, an effective teacher will continue to reflect upon their teaching and seek further development to enhance their pedagogical abilities. They will understand that being part of a dynamic profession, there is continual advancement in teaching and learning strategies therefore keeping up to date with any new information could improve their pedagogical skills (Victorian Department of Education, 2005). They will identify and understand any areas of development needed by seeking advice and support from co-workers and other experienced teachers, students and parents and from their own personal reflection (NSW Institute of Teachers, 2010). Failing to participate in further development or not feeling the need to update skills and knowledge, will impact on the students learning outcomes and the class environment. The NSW Institute of Teachers has a policy on continued professional development that lists the mandatory requirements for teachers to participate in authorised further development over 5 year periods (NSW Institute of Teachers, 2008). This could include participating in formal and informal training, conducting research or participating in staff development days (Whitton et al, 2010). The more knowledge a teacher has, the more they will understand their student’s learning abilities and how to create a positive learning environment. This will enhance their effectiveness as a teacher. Conclusion Being an effective teacher means having the ability to manage the classroom, having an understanding of how to relate to children and having a professional attitude and demeanour. They should have a wide knowledge base with a commitment to ongoing professional development and a philosophy on how they teach and why. An effective teacher will encourage students to be engaged and motivated to learn and be able to manage the classroom in a positive way that makes children feel safe and comfortable. If a teacher can encompass all these things they will find that they make themselves effective in their profession. References Bennett, B. (1994). Bump 1: Preventing and responding to misbehaviour through low-key responses. Classroom management: A thinking and caring approach. 10, 187-218 Retrieved from http://edocs. library. curtin. du. au/eres_display. cgi? url=dc60261243. pdf©right=1 Christophel, D. (1990). The relationships among teacher immediacy behaviours, student motivation, and learning. Communication Education, 39. Retrieved from http://professoryates. com/seu/Podcasts/Dissertation%20Research/SteveArticles11. 12C/Christophel90ImmediacyMotivationLearning. p df Department of Education & Training, Victoria, Office of School Education. (2005). Professional learning in effective schools: The seven principles of highly effective professional learning. Retrieved from http://www. eduweb. vic. gov. au/edulibrary/public/teachlearn/teacher/ProfLearningInEffectiveSchools. df Fetherston, T. (2007). Becoming an effective teacher. South Melbourne: Cengage Learning. Haugen, L. (1998). Writing a teaching philosophy statement. Retrieved from http://www. celt. iastate. edu/teaching/philosophy. html McDevitt, T. M. , & Ormrod, J. E. (2010). Child development and education. (4th ed. ). New Jersey, USA. Pearson Education Inc. NSW Department of Education & Training. (2005). Cultural diversity and community relations policy: Multicultural education in schools. Retrieved from https://www. det. nsw. edu. au/policies/student_serv/equity/comm_rela/PD20050234. shtml? level= NSW Institute of Teachers. (2008). Policies: Professional competence. Retrieved from http://www. nswteachers. nsw. edu. au/Continuing-ProfessionalDevelopment/CPD-Policy/ NSW Institute of Teachers. (2010). Professional teaching standards. Retrieved from http://www. nswteachers. nsw. edu. au/Main-Professional-Teaching-Standards/ Queensland College of Teachers. (n. d). Classroom management: essential skills for classroom management. Retrieved from http://beginningtoteach. qct. edu. au/Teachingandlearning/ClassroomManagement. html The University of Adelaide, Centre for Learning and Professional Development. (2005). Developing your teaching portfolio. Retrieved from http://www. adelaide. edu. au/clpd/teaching/portfolio/t_portfolio. pdf

Digital Video vs Film essays

Digital Video vs Film essays What do you do, when you are a budding filmmaker and you finally get the film you simply have to make, but your wallet simply cannot afford the expense? Filmmaking has, up until now, forever been a luxury for the rich or those in the business. With the advent of portable consumer video cameras in the early 1960s, many a budding filmmaker was hit with a new tool that they could build their dreams upon. But it didn't always end up like that. You get your camera home, you set it up, you get tapes, you get spare batteries and you are ready to start shooting. You finish your shoot, much to the pleasure of all involved, and you are left with tapes of footage all mixed and jumbled around into no real discernable order. How do you go about editing it? You don't, unless, like before, you have a lot of money or you are in the business. So the home consumer was stuck with hours and hours of footage, but nothing to edit it down, for the gear simply cost too much; at times double the initial cost of the camera. The early 1990s saw the advent of digital cameras. Doors suddenly opened and the world was greeted with seemingly endless boundaries (in fact you are only bound by the available storage space you have). Digital filmmaking has evolved to a level where now, with a PC and a camera, you can be come the world's next Steven Spielberg or if you prefer, Quentin Tarantino. Sure, everyone wants to shoot on 35mm, but not everyone has the millions of dollars for the equipment (the film itself costs more than the average 35mm camera). This is why digital video (DV) has become such an appealing option. It's a format that looks great on it's own, looks great with effects and even looks good when blown up to imitate real 35mm film. Before we get too carried away, you can't just pick up a DV camera and expect the result to be a newGodfather? orBraveheart?; you do need a great idea. Many films have actually garnered more success and critical ...

Tellurium Facts - Periodic Table of the Elements

Tellurium Facts - Periodic Table of the Elements Periodic Table of the Elements Tellurium  Basic Facts Symbol: Te Atomic Number: 52 Atomic Weight: 127.6 Electron Configuration: [Kr] 4d10 5s2 5p4 Element Classification: Semimetallic Discovery: Franz Joseph Meller von Reichenstein 1782 (Romania) Name Origin: Latin: tellus (earth). Tellurium Physical Data Density (g/cc): 6.24 Melting Point (K): 722.7 Boiling Point (K): 1263 Appearance: silvery-white, brittle semimetal Atomic Radius (pm): 160 Atomic Volume (cc/mol): 20.5 Covalent Radius (pm): 136 Ionic Radius: 56 (6e) 211 (-2e) Specific Heat (20 °C J/g mol): 0.201 Fusion Heat (kJ/mol): 17.91 Evaporation Heat (kJ/mol): 49.8 Pauling Negativity Number: 2.1 First Ionizing Energy (kJ/mol): 869.0 Oxidation States: 6, 4, 2 Lattice Structure: Hexagonal Lattice Constant (Ã…): 4.450 Lattice C/A Ratio: 1.330 References: Los Alamos National Laboratory (2001), Crescent Chemical Company (2001), Langes Handbook of Chemistry (1952), CRC Handbook of Chemistry Physics (18th Ed.) Return to the Periodic Table Chemistry Encyclopedia

History of Perus Independence Research Paper Example | Topics and Well Written Essays - 2500 words

History of Perus Independence - Research Paper Example Peru is an independent nation - a division of Latin America that was separated during the Colonial period. The Colonial period which lasted for about 400 years laid the base for development and evolution of Latin America. Latin America was worst affected by the Colonial regimen undergoing several problems each mutilating periodically. The problems included evacuation of the native population, replacement of power and as a result, development of the country seemed to be a herculean task. The native people were the ones who suffered due to the Colonial invasion. (Keen, 2007). Sanitation was not provided and hence new diseases started to spread taking a toll on the lives of the people. Floods and famines also contributed to the death of native people. Even the culture of Latin America underwent a complete change due to the zealous priests who opposed the native culture. Exploitation was felt more than the development of the country. This resulted in problems which later led to a situati on where the people had to bring about a new change. Even the constitutional powers were under their control which modified the entire government. The Colonial history proved to be advantageous as well as disadvantageous to the natives. Some of the colonial aspects helped in improving the identity of the nation and this helped the country to gain popularity among the other countries.

A short review of Nancy Folbre, Valuing Domestic Product New York Term Paper

A short review of Nancy Folbre, Valuing Domestic Product New York Times, May 28, 2012 - Term Paper Example One of its major points is the significant economic effects of domestic work to the economy. This is because the unpaid domestic workers offers a supplementary role to the employed member of households, roles that would have been paid for if they were for example taken over by a house help. The article illustrates this with the example of marrying a paid worker thereby ceasing to pay. This will reduce the gross domestic product while a divorce in the arrangement to effect payments for the services would increase the gross domestic product. This identifies the significance of unpaid domestic work to the gross domestic product (Folbre, 2012). Another identified issue in the article is the undervaluation of the value of unpaid domestic works. One of the reasons for the underestimation of the unpaid domestic work is its equivalent rating with average rate for commercial household workers. The difference in family based skills, and probably self-interest in the unpaid domestic work, howev er illustrates a higher value for the unpaid work. As a result, published estimates are less than the actual value of unpaid domestic work. ... Similarly, those who still dedicate to it have a reduced invested time in the work. The reason for such reduced time is the technological developments that provide time efficiencies and cheaper substitutes. These have also led to loss of significance of unpaid domestic work (Folbre, 2012). The article also explains the role of homemakers, as unpaid domestic workers, as social and economic equalizers. This is because their shift from the domestic chores into paid works leads to a significant difference across households a factor because of the less volatility in the value of domestic chores as compared to employment opportunities (Folbre, 2012). Why full time homemakers are income equalizers Full time homemakers are income equalizers because the value of domestic roles and domestically generated products are less volatile that the value in employment opportunities and market products. This means that the homemakers generate almost equal utility levels to harmonize the differences from the breadwinners’ market income. The transition from full time homemakers to the employment market however increases wage rate inequality. Similarly, the shift from a full time homemaker into an employee means that market products whose values are highly volatile substitute the almost uniformly valued domestically produced products. The volatility factor that is less significant in domestic roles than in the market therefore explains the role of full time homemakers as income equalizers (Folbre, 2012). Unpaid household work in Canada The value of unpaid household work in Canada is estimated to fall within the range of between 35 percent and 55 percent of the country’s gross domestic product (Perelman, 2011).