A Competitive Analysis Of Kingfisher Airlines Tourism Essay Essay Example

A Competitive Analysis Of Kingfisher Airlines Tourism Essay Essay Example A Competitive Analysis Of Kingfisher Airlines Tourism Essay Paper A Competitive Analysis Of Kingfisher Airlines Tourism Essay Paper To research and analyse how kingfisher air hoses has retained one of the top place in a extremely competitory market like India. To happen out what makes them particular from all other air hoses in India. To happen out how kingfisher airlines compete with taking air hoses like Air Indian and Jet. To happen out what client tactics they used to convey more clients to the organisation. Content sum-up To near by making SWOT and PEST analysis of the company by looking through the magazines and web sites available on company. In order to analyse the company s scheme I will be making 7p analysis. In order to do my aims a true I will be transporting out an interview with male parent s friend who is working in kingfisher air hoses. I will be making a instance survey on how kingfisher air hose is different from and India Airlines. I will be besides suggesting some new schemes which can assist the organisation to better their public presentation more Table of contents Page Table of Content 3 A ; 4 Objective 2 Content drumhead 2 Introduction 3 About the Company 5 History 5 Accomplishments 6 Marketing scheme 7 PESTEL Analysis 8 Political 8 Economic 8 Social 8 Technological 8 Environmental 9 Local 9 7 P s Analysis 9 Merchandise 9 Promotions 10 Monetary value 10 Peoples 10 Topographic point 10 Physical grounds 11 Procedure 11 SWOT Analysis 11 Strengths 11 Weakness 12 Opportunities 12 Menaces 12 Comparison Kingfisher VS Indian Airlines 12 A ; 13 Suggestion and recommendation 14 Appendix 14 Questionnaire Mentions 15 Introduction Kingfisher Airlines Limited is a majorA IndianA air hose. Kingfisher operates more than 400 flights a twenty-four hours and has a web of 72 finishs, with regional and long-haul international services. Kingfisher Airlines, through one of its keeping companiesA United Breweries Group, has a 50 per centum interest inA low-priced carrierA Kingfisher Red, once known as Air Deccan. Kingfisher Airlines is one of six air hoses in the universe to hold a five-star evaluation fromA Skytrax, along withA Asian Airlines, A Malaysia Airlines, A Qatar Airways, A Singapore AirlinesA andA Cathay Pacific Airways. In May 2009, Kingfisher Airlines carried more than a million riders, giving it the highest market portion among air hoses in India. Kingfisher has its registered office in theA UB TowerA inA BangaloreA and its caput office in the Kingfisher House inA Mumbai. History The air hose started operations on 9 May 2005, following theA dry leaseA of four trade name newA Airbus A320-200A aircraft. Its first flight was from MumbaiA toA Delhi. At the launch of the air hose, Dr. Mallya said that he is committed to accomplishing our aspiration of doing Kingfisher Airlines India s largest private air hose both in capacity and market portion by 2010. The air hose ushered in a new epoch of luxury in India s domestic air power sector with its trade name new aircraft with fashionable ruddy insides, and cleverly dressed crew and land staff. Kingfisher was the first Indian air hose to haveA in-flight entertainmentA ( IFE ) systems on every place even on domestic flights. All riders were given a welcome kit dwelling dainties such as a pen, facial tissue and earphones to utilize with the IFE system. Initially, riders were able to watch merely recorded Television scheduling on the IFE system, but subsequently an confederation was formed withA Dish TVA to supply unrecorded Television in-flight. And in a pronounced going from tradition, Kingfisher Airlines decided to hold an on-screenA safety demonstrationA utilizing the IFE system. On 14 July 2008, Kingfisher unveiled its first everA Widebody aircraft aircraft, aA Airbus A330-200A at the 46thA Farnborough Air showA held in July 2008. Kingfisher s first Airbus A330-200 was widely billed as the best A330-200 of all time built byA Airbus. On 3 September 2008, Kingfisher started its international operations by connectingA BangaloreA withA London. Accomplishments Kingfisher Airlines has received three planetary awards at the SKYTRAX World Airline AwardsA Named Best Airline In India / Central Asia ; Best Cabin Crew Cardinal Asia Kingfisher RED named Best Low Cost Airline in India / Central Asia NDTV Profit Business Leadership Award for AviationA awarded to Kingfisher Airlines by NDTV twice in two old ages India s merely 5 Star air hose, rated by SkytraxA andA 6th air hose in the worldA to be certified asA 5 star air hose by Skytrax Ranked amongst India s Top Service Brands of 2008 ranking by PitchA magazine Voted asA India s Favourite Airline in a study conducted by an independent research house with 46 % ballots compared to others Rated as Asia Pacific s Top Airline Brand in a study conducted by TNS on Asia Pacific s Top 1,000 Trade names for 2008 Brand Leadership Award in the service and cordial reception section against several acclaimed hotels, taking Bankss and other air hoses Economic Times Avaya Award 2006 for Excellence inA Customer Responsiveness award is presented by the extremely acclaimed Business Daily, Economic Times India s No. 1 Airline in client satisfaction Business World Rated amongst India s most respected companies Business World Rated amongst India s 25 Advanced Companies in aA study conducted by Plan adult male Media in 2006 The Best Airline and India s FavouriteA Carrier in a Survey conducted by The Times of India Service Excellence 2005-2006 for a New Airline A by Skytrax, a UK based specializer planetary air conveyance adviser Graded Third in the study on India s Most Successful Brand launch of 2005 Under the Brand Derby Survey conducted by India s prima concern day-to-day Business Standard Busiest Trade names of 2005 ranked amongst the Top Ten busiest trade names of 2005A and 2006 across merchandise classs, in the study conducted by bureau FAQ and The Brand Reporter Best New Airline of the Year Award for 2005A Centre for Asia Pacific Aviation ( CAPA ) Award in the Asia-Pacific and Middle East part Selling schemes Kingfisher Airlines has a clearly defined mark audience- SEC A, SEC B+ ( socio-economic category ) in the age group of 25-45 old ages of age. Kingfisher Airlines offers trade name new aircraft, interior decorator insides, gourmet culinary art and in flight-entertainment ( there are five channels of FUN TV and 10 channels of Kingfisher Radio, which are personalized ) . Communicate with invitees at multiple touch points. They use all media of communicating telecasting, print, wireless, outdoor, promenades, multiplexes, nines, saloons, in-flight etc. The invitees are invariably informed of their new offers. A They offer tickets to theatre showings, manner shows, athleticss showings etc to their frequent travelers ( club members ) . Their Partners Program has been really successful. They have tied up with the best of trade names across industries. Tata Tetley, Pepsi, Microsoft, Inox, Kenzo, IFB, Taj, Park Hotels and Oxford book shops have been some of taking spouses. PESTEL Analysis Political Foreign air hoses are non allowed to purchase a interest in domestic air hoses. International path ordinances Closing down of domestic airdromes Open sky policy Economic Contribution to the Indian economic system Rising cost of fuel Investing in the sector of air power The growing of the in-between income group household affects the air power sector. Deficit of the substructure capacity Social Development of metropoliss leads to break services and airdromes Employment chances Safety ordinances The position symbol attached to a plane travel. Technological The growing of e-commerce and e-ticketing Satellite based pilotage system Modernization and denationalization of the airdromes Developing green filed airdromes with private sector for illustration in Bangalore the airdrome corporation limited. Environmental The addition in planetary heating The sudden and the unexpected behavior of the ambiance and the dependence on whether Deficit of the infrastructural capacity Tourism impregnation Legal Bilateral pacts Airlines acquisitions and the leasing cost In the United States, low-priced air hoses frequently operated from little airdromes that charge lower fees and that did non endure from the congestion at big airdromes In India, nevertheless, authorities policy did non let the creative activity of airdromes closer than 150KM from each other, and the old airdromes at Bangalore and Hyderabad were closed down when the new one started. 7 P s Merchandise Fleet size Aircrafts International raid Promotions Ads Magazines and newspaper ads Exposure at non-corporate events Engagement at international poses hows Backing famous persons like Katrina Kaif and Deepika padukone Monetary value Dynamic pricing theoretical account multiple menu degrees Uniform regulations No concealed limitations Pricing theoretical accounts eight different degrees Discounts provided from clip to clip Peoples Anchor of the trade name Extensive preparations Cordial reception industry and see their client as invitee Interpersonal accomplishments, aptitude, and service cognition Topographic point Online engagement ( official site ) Online booking Yatro.com, do my trip.com, ezeego1.com Recognition cards and debit cards payment SMS/call Mercantile establishments in every major metropolis and at every airdrome across the state Physical grounds Personal gentlemans Exclusive sofa infinite Hello! Blitz Gourmet culinary art World category cabin crew Kingfisher wireless Procedure Booking the ticket online engagement or telephone engagement or from any of the kingfisher mercantile establishments and private bureaus. SWOT Analysis Strength First air hose with full new fleet of aircraft Quality cordial reception provided to clients. Route rationalisation. Already holding developing academy. Failings Service bringing to tubes and other large metropoliss Yet non in a high net income. High ticket pricing Opportunities Under penetrated domestic market Opportunities International market Untapped air lading market Expanding touristry industry Menaces Existing operators Infrastructure issue Fuel monetary value hiking Economic lag Kingfisher VS Indian Airlines Areas Indian air hoses Kingfisher Airlines Reservation Ticket can be booked by pealing or sing the office. Equally shortly as waiting list ticket get confirmed they will name the clients on the given contact figure Passengers can do the engagement foremost and buy the ticket subsequently Ticket can be cancelled over phone or through fax 24hr before the journey By the aid of user friendly web sites Kingfisher air hose office Authorized agents Payment can be made by the debit card, recognition card, payment at kingfisher air hoses office, recognition note Kingfisher air hose provides the place bringing of tickets and maintains direct relation with the clients. Menus Particular menus offered for ground forces forces, war disabled officers, war widows, blind individuals, malignant neoplastic disease patients, individual enduring from 80 % and above locomotor disablement. Concessional menu to senior citizens, pupils etc. Fare apply merely for passenger car from airdrome at the point of beginning to the airdrome at the point of finish It has 30 to 40 % lower ticket seashore compared to other bearer runing in the state Meals Indicate the personal repast penchant at the clip of booking to guarantee right repast on board the flight Particular repasts: provided to riders Indian vegetarian, western vegetarian, Hindu non- vegetarian, kids nutrient points etc. On board Choose from the readymade nutrient Business category and economic category Order what you like newly made on board Equality in category, no distinction Low cost On land More waiting clip Satisfactory handling of holds Less waiting clip Efficient handling of holds Suggestions and recommendation Reduce labor cost Simplify the flight operations Offer more crystalline pricing Get smart on fuel The procedure of geting spice jet if complete would do kingfisher the larget participant in the air power industry Different manners of pricing should be taken attention of Needs to alter trade name perceptual experiences Gain optional efficiencies through confederations as with Jet Airways Fleet size enlargement Partnering with Jet Airways and some depending trade names. Appendix As portion of the study readying I visited my pa s friend who is working in kingfisher and I had an interview with him. I went through many magazines who wrote articles about kingfisher s and Dr. Mallya s success. I have talked with some of my friends who got opportunity to wing in kingfisher. They explained to me the installations they got and their evaluation to the flight travel. Questionnaire As a provider, what major tendencies have you witnessed in the mode consumers in India buy travel particularly air ticket? How would you depict your mark audience? How do you measure the current placement of Kingfisher Airlines? Companies are traveling about trade name activation at multiple consumer touch-points. How are you equilibrating your offline and on-line selling enterprises? How tough is it in the current environment to construct connect with consumers? How successful has been your Partners Program, a forum where like-minded trade names to Kingfisher Airlines can come on the same platform and achieve several selling aims?

Symbolic Terrorism Research Paper Example | Topics and Well Written Essays - 1250 words

Symbolic Terrorism - Research Paper Example Destabilizing a situation in the world and causing considerable political, economic and moral consequences, modern terrorism turned into a global problem. The resolution of this issue will predetermine the future of mankind, because recently created uncontrollable types of weapon threaten the existence of a civilization. Terrorism is a serious problem of the modern world, however, there are many historical facts, which prove that it is not a new phenomenon. Now scientists started considering conflict and terrorism separately, notwithstanding that they have many common features. The distinction between these two phenomena was made because of the â€Å"new terrorism† which appeared in 1990s. Now more attention is paid to ideological or symbolic aspect of terrorism. The given work will investigate terrorism in the context of symbolic struggle. Symbolic component of terrorist activity is determined by symbolic nature of social systems. A symbolic aspect as a political measurement of the purposes represents one of the basic elements of the definition of terrorism. This aspect makes terrorist act differ from a usual crime (Strachan, 2011). When a terrorist wants to kill a soldier, especially when he protects a military memorial, and his real purpose is the parliament, it is already political. Richmond states that: â€Å"as the divisions between war, peace, conflict and terrorism, between friend and enemy, soldier, criminal, and civilian break down, there is now potential for a critical reading of the insights this presents.

Role of Government in Economy Essay Example | Topics and Well Written Essays - 2250 words

Role of Government in Economy - Essay Example This was done for the protection of the interests of the investors and capitalists of that time because the newly born country was not in a position to support its economy on its own and the confidence of the investors had to be built up. The strategy was successful and was the most significant factor behind the rapid economic growth of the country in the immediate years after the War of Independence. However such a strategy could not have lasted forever and therefore during the later part of the 19th century farmer and labour movements started to emerge in different parts of the country in protesting about the oppressive behaviors of the investors and capitalists. Under these circumstances, government had to change its strategy and with the emergence of the first labor union in 1820’s the government started intervening in the economic affairs of the country. The emergence and establishment of labor unions in the country was a significant factor in bringing about a revolution in the economic life of the country (Danny). These changing conditions resulted in the formulation of an educated middle class in the country which forced the government to introduce regulations in the business practices in order to ensure the provision of rights to the employees, establishment of free market economy and to ensure quality control. The Sherman Antitrust Act which ensured the presence of competition in the market by barring large enterprises from establishing a monoply in a single industry and the Interstate Commerce Act, a regulatory mechanism for the railroad industry which required the railroad fares to be kept within a reasonable range, are two of the very first pieces of legilation completed by the congress regarding the economy of the country. These acts were enforced as laws during the years of the progressive Republican President Theodore Roosevelt (1901-1909). President Roosevelt was of the opinion that the rapid economic progress of the country has made it m andatory for the government to introduce regulatory mechanisms regarding commerce, industry, finance, planning and economics. Therefore a number of regulatory bodies and institutions were formed during Roosevelt’s and President Wilson’s years in the office. These include Federal Trade Commission, Food and Drug Administration and Interstate Commerce Commission. In response to the Great Depression, the government of President Franklin D. Roosevelt came up with the idea of three Rs; Relief, Recovery and Reform. This strategy required the government to directly involve in the economy of the country and thus during the implementation of the New Deal, an era of rapid economic reforms in the country, government’s involvement in the economy of the country reached its peak (Fishback). The idea of public welfare was practically adopted by the government in the New Deal era and many important laws which govern the economy of the country today were formulated during this ti me. The government started patronizing labor unions and the standards for minimum salaries and fixed working hours were established during this tim

Using Drama to Teach Literacy

Using Drama to Teach Literacy Abstract: The term ‘oracy’ meaning: ‘the ability to speak fluently and articulately and to understand and respond to what other people say’. was first used by Wilkinson in 1965 (Definition, Microsoft Encarta World English Dictionary). Since that time the fact that it is central to all aspects of the learning process and activities in which children engage in school has been increasingly recognised. The development of talking and listening skills is central to the reading process and to participation in all curricular areas. This term my focus was teaching oracy and literacy to year 4 children in an interactive and communicative environment created through the use of drama. By the end of the series of lessons I wanted children in year 4 to be able to identify social, moral and cultural issues in stories. Drama was employed as a tool to create roles showing how behaviour could be interpreted from different points of view. I shall present a discussion of the rationale behind the activities I have chosen, the ways in which the children engaged with them and the success of this approach to the teaching of oracy. I shall support my work with research evidence in the areas of talking and listening, the wider area of literacy, and research pertaining to effective teaching and learning generally. I will discuss what I found when I assessed the progress made by the children and the implication this has for my future role as a teacher by linking my work with the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Introduction: The acquisition of language, a complex process, is essential for effective communication throughout life. Creating opportunities for the development of oracy in the classroom is essential if children are to develop the ability to communicate. With research showing that children are increasingly spending time in solitary activities related to computers (MacGilchrist et al., 2006, p.12), thereby reducing opportunities for talking in the home, it is essential for schools to act as facilitators in the development of talking and listening. The National Literacy Strategy defines literacy thus: ‘Literacy unites the important skills of reading and writing. It also involves speaking and listening which, although they are not separately identified in the framework, are an essential part of it. Good oral work enhances pupils’ understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.’ (National Literacy Strategy: Framework for Teaching, p.3). The lack of reference to talking and listening as a separate area has been addressed in later recommendations with an acknowledgement that ‘language is an integral part of most learning and oral language in particular has a key role in classroom teaching and learning’ (DfES, 2003, p.3). The document is highly prescriptive in the means through which contexts for talk should be established. This paper will present work carried out with a year 4 class in respect of oracy taught through drama. I will evaluate the opportunities given to children for developing oracy and the ways in which children responded to the tasks. The role of talking and listening: For the past fifty years researchers have been making a clear case for the importance of talk in the learning process. The psychologists Vygotsky and Bruner have demonstrated the fundamental importance to cognitive processes and learning of speaking and listening (Lambirth, 2006, p.59). Talk is both a medium for teaching and learning and one of the materials from which a child constructs meaning (Edwards Mercer, 1987, p.20). I wanted the talking and listening activities to act as a medium for teaching and learning through the children’s interaction. My aim was that they would be teaching and learning from each other through their discussion group work. Their construction of meaning would come about as a result of their understanding of the text and the dilemmas faced by David (see appendix 2). Opportunities for developing talking and listening: Developing talking and listening skills is a complex process which must be carefully managed in the classroom. In all curricular areas oral skills should be constantly being developed through a range of activities and, like other areas of the curriculum, should be differentiated to allow for a range of abilities within the class (see appendix 2). Different subjects offer opportunities for different kinds of talk (DfES, 2003, p.4). It is therefore a very important feature of effective teaching to give children as many opportunities as possible to engage in a variety of types of talk. Children make sense of the world as they learn the communication skills to interact with others in their culture (Lambirth, 2006, p.62). Light and Glachan have shown that children working together and sharing their ideas orally can develop solutions to problems that they could not manage to solve independently (Light Glachan, 1985). Carnell and Lodge suggest that more school learning should be based on talk and dialogue between pupils as ‘it has the power to engage learners in learning conversations, keeps them open to new ideas and requires both honesty and trust (Carnell Lodge, 2002, p.15). Planning the activities: When planning the activities I sought to involve the following aspects: Modelling appropriate speaking and listening; Encouraging sensitive interaction; Ensuring goals are set with clear criteria for success; Planning opportunities for children to investigate, apply and reflect on language in use. (DfES, 2003, p.19) (see planning appendices 1 2). I chose to provide opportunities for talk in the context of drama, giving the children opportunities to engage with one another. Research has shown that children learn more effectively when given opportunities to share ideas. Grugeon points out that this is a skill, like others, and must be taught. ‘Children who are expected to work together in groups need to be taught how to talk to one another. They need talk skills which enable them to get the best out of their own thinking and that of all other members of the group (Grugeon et al., 2001, p.95). For this reason I modelled the activities for the children so that they would have a clear understanding of what they were required to do and how best to go about the tasks in hand (see appendix 2). Some of the children were tentative in respect of their engagement at the beginning of the exercise but the group work gave them opportunities to develop their confidence and self esteem. Developing appropriate talking and listening: It is important to be aware of the difference between incidental talk, in which children engage in the course of an activity, but is not directly related to the learning intentions, and talk which is a main focus of the activity. In my drama activities, I wanted children to be focused on their talk through appropriate activities which would engage them and hold their interest. When planning the activities I was aware of the need to engage pupils on the basis of their prior knowledge ‘To prompt learning , you’ve got to begin with the process of going from inside to outside. The first influence on new learning is not what teachers do pedagogically but the learning that is already inside their heads (Gagnon, 2001, p.51). It was with this in mind that I decided on David’s dilemma. I felt that the children would have sufficient previous knowledge of the ideas presented to be able to identify with the characters and the dilemmas faced by them (see appendix 2). Establishing Rules: In all conversations there are rules, for example, only one person talking at a time. Cordon suggests that ‘ children receive little help in understanding and appreciating the ground rules for group discussion’ (Cordon, 2000, p.86) an issue that I felt it was important to address through the establishment of guidance for the children. This is vital to the process so that all children have equal opportunities to participate in the talking and listening activities. Aims: My aims in the drama activities were: To encourage purposeful talk, the skills associated with which the children could later transfer to other areas of their learning. To develop children’s ability to work in a group. To enable children to develop the confidence and competence to present their work to a group of their peers. To develop children’s skills in forming opinions, responding to other children’s opinions and oral presentation skills. Drama as a tool for developing talking and listening: I chose to approach the teaching of speaking and listening through drama as it affords many opportunities for children to develop their speaking and listening skills. Drama helps children to understand their world more deeply and allows them an opportunity to find ways to explore and share that understanding (Wyse, 2001, p.213). Research about learning has shown that children learn most effectively when learning is meaningful to them. Learning happens in the process of coming to new understandings in relation to existing knowledge (MacGilchrist et al., 2006, p.52). For this reason I gave children the opportunity to create their own scenarios in acting out David’s dilemma. In the group activities I wanted the talk to be open-ended so that the children could question, disagree with, extend and qualify each other’s utterances (DfES, 2003, p.7). After their group activities children had the opportunity to share their ideas with the class, giving them important experiences in presenting their opinions and listening to the views of others. Children were actively engaged in tasks which gave validity to all of their ideas and opinions. When given opportunities, children are keen to engage with issues on text and challenge the conventions of the story (Baumfield Mroz, 2004, p.55). I wanted children to have experience of challenging the ideas they were faced with by developing their own responses to scenarios and the behaviour of characters. Links with reading: The development of effective talking and listening skills is vital to the reading process. Before their oral work, children were finding main ideas in the text to support their viewpoints (see appendix 1). Only after the children had established the supporting information they wished to use, were they in a position to verbalise their ideas. Reading and talking were also linked through the requirement that the children orally summarise the salient points in a written argument. Through a discussion of the ways in which authors are able to develop their ideas children can develop ways in which to present their own ideas to an audience. Effective questioning was essential to this part of the process to provide a framework for the development of the children’s ideas in the correct context. As children have more experience and gain more confidence in this type of activity they are able to act as effective peer questioners, a very useful aspect of pupil self-assessment. Through this process children can measure the success of their own learning. Baumfield and Mroz advocate the development of a community of inquiry to develop pupils’ critical analysis of text (Baumfield Mroz, 2004, p.58). Developing opportunities for talk: In the classroom a variety of types of talk occur throughout the day. The ways in which children interact with each other is very different to the way in which they interact with the teacher who does 70% of the talking in the course of a day (Baumfield Mroz, 2004, p.49). This clearly means that children are not being given sufficient opportunities to develop talking and listening skills critical to success in all other areas. To enhance the role of talk in shaping and developing learning requires a reduction in the teachers role as classroom controller and a shift towards an enabler of talk for thinking (Myhill, 2006, p.19). After the initial modelling and discussion, it was important for me to let the groups work, as far as possible, along the problem path independently. It was my intention to give children a variety of opportunities to engage in different types of talk. They had opportunities to talk in small groups when working on their scenarios and afterwards had opportunities to present their work to the whole class. Talking in groups: Working in groups has been shown to develop a sense of belonging in children, something which I regard as very important in the classroom. Osterman has pointed out that, ‘There is substantial evidence showing or suggesting that the sense of belonging influences achievement through its effects on engagement (Osterman, 2000, p.341). She goes on to say that children with a well developed sense of belonging in school tend to have more positive attitudes to school and each other. As shown in appendix 3 some of the children were lacking in confidence in the initial stages of the activities, something which I would seek to develop in children through more exposure to this type of activity. Resnick has pointed out that while the majority of learning in schools is individualistic in its nature, this is contrary to other aspects of life such as work and leisure activities which are much more social in the nature (Resnick, 1987). It is essential, therefore, that children develop the skills needed for group work so that they have ability to engage in participatory aspects of education. When planning the group activities for the children I was conscious of making sure that each child had a part to play in the development and presentation of each activity. Francis has pointed out that the majority of talking and listening activities involve the teacher doing most of that talking with the children interjecting at suitable gaps in the teacher discourse (Francis, 2002, p.29), something which I wanted to avoid by giving the children ownership of the activities. This would ensure that all children were engaged in the process and less likely to be passive. At the same time children had to be able to quietly listen to the views of others, thereby developing strategies for turn-taking. All the children engaged in the process very well. Assessment: Assessment for learning is a very important aspect of the teaching and learning process and from the point of view of my own professional development the ability to effectively assess pupil learning is a very important competence to have. As Dann has pointed out, ‘if assessment genuinely seeks to give some indication of pupils’ level of learning, pupils will need to understand and contribute to the process’ (Dann, 2002, p.2). In assessing the effectiveness of the activities it is important to assess the appropriateness of the children’s talk for the task. The children participated in the assessment process through their involvement in the plenary sessions. This was coupled with my observations of children’s success on the task (see appendix 3). All of the children achieved the objectives and reported that they enjoyed the activities. Children’s talk is a very good indicator of their understanding of a task. The fact that all the children exper ienced success with the tasks and were able to carry them out using appropriate language was demonstrative of their understanding of the characters and dilemmas with which they were faced. Talking and listening is very valuable to assess understanding particularly with children who have special educational needs and may have difficulty with written tasks. Myers has presented research carried out in primary schools which suggests that children who participate in group work enjoy the experience of working with others and find it very helpful in the learning process (Myers, 2001, cited in MacGilchrist et al., 2006, p.159). My evaluation of the drama activities leads me to agree with this, particularly in light of the comment made by one of the children ‘I wish we could always do drama with English’(see appendix 3). Children’s language, like most of their learning, responds to encouragement (Fontana, 1994, p.78). This is an important idea to bear in mind when giving the children feedback and it is important to praise their efforts at contributing. I would hope that this would encourage the children who were initially reluctant participants in their efforts in the future. What I have Learnt: I have developed a greater degree of understanding of the role of talking and listening in the curriculum as well as an understanding of how children progress in this area and what they should be expected to achieve. I hope to build on this in my future development and feel that I have made progress in terms of the standards laid out by the Training and Development Agency. Appendix 1: Literacy planning: Appendix 2: Lesson Observation Sheets: Appendix 3: Evaluation: Evaluation: Week 2 All groups were very engaged and enjoyed the task. They said that they wished they could always do drama with English. Possible action to be taken: More use of drama when teaching English. Assessments Child’s Name Objective achieved? Comments: Action: Andrei More able √ Very animated – leader of group Speaking ad listening skills Leo Middle Group √ Co-operative Robert Middle Group √ Tentative at first – more engaged with script Confidence building Oona Middle group √ Good directional skills Use of props (desk) Good team player Danielle More able √ Works well in her team. Alexandra SEN √ Tentative – very aware of being stared at. Confidence building References: Baumfield, V. Mroz, M. (2004) Investigating Pupils’ questions in the primary classroom in E.C. Wragg (Ed.)(2004) The RoutledgeFalmer Reader in Teaching and Learning. London:RoutledgeFalmer. Burns, C. Myhill, D. (2004) Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 1, 35-49. Carnell, E. Lodge, C. (2002) Supporting Effective Learning. London: Paul Chapman Publishing. Cooper, P. McIntyre, D. (1996) Effective Teaching and Learning. Buckingham:Open University Press. Cordon, R. (2000) Literacy and Learning Through Talk: Strategies for the Primary Classroom. Buckingham: Open University Press. Dann, R. (2002) Promoting Assessment as Learning. London: RoutledgeFalmer. Department for Education and Employment (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE. Department for Education and Employment (2003) Speaking, Listening and Learning Handbook. London: DfEE. Department for Education and Skills (2003) Speaking, Listening, Learning: Working with children in key stages 1 and 2. London: DfES. Edwards,D. Mercer, N. (1987) Common Knowledge. London: Metheun. Francis, P. (2002) Get on with your talk. Secondary English Magazine, 5, 4, 28-30. Gagnon, G.W. (2001) Designing for Learning. London: Paul Chapman Publishing. Grugeon, E., Hubbard, L., Smith, C. Dawes, L. (2001)(2nd edition) Teaching Speaking and Listening in the Primary School. London: David Fulton. Lambirth, A. (2006) Challenging the laws of talk: ground rules, social reproduction and the curriculum. The Curriculum Journal, 17, 1, 59-71. Light, P. Glachan, M. (1985) Facilitation of individual problem-solving through peer group interaction. Journal of Educational Psychology, 5, 3-4. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Myhill, D. (2006) Talk, talk, talk: teaching and learning in whole class discourse. Research Papers in Education, 21, 1, 19-41. Osterman, K. (2000) Students’ need for belonging in the school community. Review of Educational Research, 70, 3, 323-367. Resnick, L.B. (1987) Learning in school and out. Educational Researcher, 16, 9, 13-40. Training and Development Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: Training and Development Agency for Schools. Thompson, P. (2006) Towards a sociocognitive model of progression in spoken English, Cambridge Journal of Education, 36, 2, 207-220. Vygotsky, L. (1972) Thought and Language. Cambridge, MA: MIT. Wyse, D. Jones, R. (2001) Teaching English Language and Literacy. London: RoutledgeFalmer.

LASCAUX: The Most Famous Cave in all France :: Descriptive Essay About A Place

LASCAUX: The Most Famous Cave in all France Not too far away from the town of Montignac, in the western Massif Central and Northern Pyrenees, the cave of Lascaux was discovered. Four teenage boys and their dog discovered it. The four boys, Marcel Ravidat, Jacques Marsal, Georges Agnel and Simon Coenccus, were out on an expedition, but they found more than they bargained for that day. Their dog wandered away and they searched for him. In the process, the four boys discovered a cave that had been right below their feet for the past 17,000 years. They were not able to venture down into the 250-meter deep cave on the first day so they came back the next day prepared to enter the cave. When the boys first wiggled their way down into the cave they did not find anything. It was not until they reached an oval room that they first discovered paintings on the walls. These boys had uncovered paintings dating back to the Aurignacian (30,000-18,000 B.C.E.) (Laming, 34-41) and Magdalenian (15,000-10,000 B.C.E.) periods. It is belie ved that many of the paintings found in Lascaux were created between 16,000 and 14,000 B.C.E. The boys could no longer keep this cave a secret, so they told one of their teachers, Monsieur Laval. After accompanying the boys down to the cave, M. Laval started alerting historians to this new discovery. Within five days three historians were already on their way to visit the site. On September 17, 1940 three experts on Paleolithic art, Abbà © Breuil, Dr. Cheynier and Abbà © Bouyssonnie, crawled down into the cave; it was at this point the cave became authenticated. Soon after, many visitors began coming to the cave. What was it these people were so excited to see? When visitors first entered the cave they had to go down a twenty-meter slope, which led to the first hall, The Great Hall Of Bulls. The first thing they saw in the Great Hall of Bulls were the black bulls. Attention is quickly focused on them because of their great size compared to the other paintings. Also found in the Great Hall of Bulls are pictures of horses, deer, a small bear, and a primitive unicorn. â€Å"The strange so-called Unicorn appears to be walking towards the interior of the cave.

Breaking the China Plate Passage

Almost every character in the book experienced a special kind of relationship with someone else; some were good relationships and some were bad. Orleans and Nathan had a great relationship at home, but as soon as they came to the Congo, that relationship began to go downhill, and this passage seems to be the proof that their relationship is completely broken. In the passage, the china plate is a symbol for Orleans and Antenna's relationship. Orleans was too â€Å"fond† of that plate, which shows how much she cared for her and her husband's marriage.She wanted It to work out but the way Nathan was being, It was nearly impossible. When Nathan breaks that plate, their relationship is over the table, which is the official end of a great relationship. That plate stood for something more than a nice, decorative china piece. It stood for the great relationship Orleans and Nathan once had. Once that plate begins to be tossed around and not cared for by Nathan, that Is when you get the first sense of a relationship beginning to be destroyed. The smaller half flipped upside down as it broke, and lay there dribbling lack plantain Juice like blood onto the tablecloth. Mother stood helplessly, holding her hand out to the plate like she wished she could mend Its hurt feelings. † These two sentences are really Important In proving my theme. When this tablecloth gets stained with this â€Å"Juice like blood†, it shows that their relationship will not be the same; and that it basically is dead. Also, it shows how much Orleans cared for the relationship. Also, this sentence shows how much she wanted to care for it like It had feelings.These feelings are real and they are her feelings that were broken, she wanted to fix the relationship but it was just not going to work. â€Å"l wonder what outlook you might think that to be, he said to Mother in that same special voice for bad dogs and morons. † This evidence shows how much Nathan cared for the relatio nship, He TLD care about the relationship. Not only did he not care about his relationship with his wife, he did not really care about her at all. He treated her terribly and that the only thing he cared for was his mission in the Congo, and that is he reason their relationship is coming to an end.This passage relates too lot of the novel because almost every character experienced a time of a relationship with somebody else, whether It was good or bad. For example, Rachel and Axolotl, Lea and her father Nathan, Lea and Anatoly, and so on. There are many relationships 1 OFF Tanat are Torment Ana most AT teen Ana up not Deluge a great relations. Once a lot of these relationships are formed, they never really keep in touch or the relationships die off as each character gets older.That is why relationship is a huge thematic concept in the novel; and once most of these relationships are broken, then it can be very hard if not impossible to piece them back together Just like the relations hip explained in the broken china passage between Nathan and his wife Orleans. In conclusion, this passage is very important to one of the themes in the novel. That theme is, when relationships are broken, it can be almost impossible to piece them back together. That is what this passage is saying; once that plate is broken, their relationship is destroyed.

Child Sexual Abuse Within Institutions - 757 Words

Numerous problems are connected with the issue of child sexual abuse. It is both a public health problem and a children’s rights issue. Child sexual abuse refers to any act by a person using their authority or power over a child or young person to engage them in any form of sexual activity (DEECD and DHS, 2010). Victims of sexual abuse suffer serious psychological and physical consequences. This paper discusses the factors which facilitate or prevent the identification and reporting of child sexual abuse within institutions. The paper also analyses the framework for strengthening child protection practices in schools by increasing the capacity of the professionals for proactive work towards creating child safe organisations. DEECD and DHS, 2010 Physical evidence: Certain physical signs like ‘injury to the genital or rectal areas’, bleeding or discharge from vaginal or rectal areas and ‘bruising and other injury to breasts, buttocks and thighs’ may be present because of sexual abuse. Some children may wear extra layers of clothing to hide their injuries and may refuse to remove excess clothing in hot weather. ‘Presence of foreign bodies in vagina and/or rectum’, inflammation in the genital area and sexually transmitted diseases are also strong indicators of sexual abuse. Pregnancy in very young adolescents forms a strong ground for suspicion of sexual abuse. Sexually explicit behaviour: A child showing age inappropriate sexual knowledge or engaging in ageShow MoreRelatedThe Children s Assessment Center973 Words   |  4 Pages The Children’s Assessment Center based in Houston, Texas is an organization founded in 1991 to help with sexual abused children within Harris County. The Children’s Assessment Centers combines social workers, attorneys, law enforcement, and physicians to provide coordinated services. The center focuses on the prevention, assessment, and investigation of sexual abuse of a child. 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