A Review of Accelerated Math

Accelerated Math is a popular math practice program for grades K-12. The program is designed to provide teachers with a supplemental tool that allows them to create personalized math practice lessons, differentiated instruction, and to track student progress closely. The program was developed by Renaissance Learning Inc., which has several other programs closely related to the Accelerated Math program. Accelerated Math is intended to be a supplemental educational tool. Teachers use their existing textbook for instruction and then build and create practice assignments for students to complete. Students can complete these assignments online or in paper/pencil format. Either option can give students instant feedback and provides teachers with more time for instruction as the program scores student work itself. Accelerated Math is essentially a four-step program. First, the teacher provides instruction on a specific topic. Then the teacher creates Accelerated Math assignments for each student that parallels the instruction. The student then completes the assignment receiving immediate feedback. Finally, the teacher through careful progress monitoring can differentiate each student’s instruction to build on their individual strengths and weaknesses. Key Components Accelerated Math Is Both Internet Based and Paper/Pencil Based Accelerated Math Live allows students to complete assignments online providing students and teachers with immediate feedback.Accelerated Math also provides teachers and students with a paper/pencil option. Students can print the assignments and provide answers on specific scannable paper. The student can then scan the assignment using an AccelScan scanner, Renaissance Responder, NEO 2, or Renaissance Home Connect. The assignment will be instantly scored providing students and teachers with immediate feedback.Being Internet based allows Renaissance Learning to provide automatic updates the program and to store key data on their servers. This is easier for the school’s IT team. Accelerated Math Is Individualized One of the best things about Accelerated Math is that it allows the teacher to dictate how the program is used. This includes the ability to provide students with lessons which align with current instruction as well as lessons intended to remediate gaps a particular student may have. A teacher may also create assignments which challenge students who may be advanced.Accelerated Math allows students to work at an individualized pace. Students who demonstrate mastery quickly can move on to another challenging assignment while those who struggle can be given the time to master the current assignment. Accelerated Math Set Up Is a Mixed Bag Students and teachers can be quickly added to the system either through large batch enrollment or individualized addition.Accelerated Math assignment book set up can be difficult and confusing. Fortunately, there is a quick tip manual for getting started and a help guide you can use along the way. It takes a series of steps before your students can use the program including creating objective lists, choosing the objective list for each class, creating groups, assigning objectives, and generating the first practice assignment. Accelerated Math Provides Flexibility Teachers choose what assignments they want their students to work on allowing them to align the program with their current curriculum and meet individual needs.The program allows teachers to specify the number of questions on each assignment for each student making them short, medium, or large assignments.Accelerated Math provides teachers with more time for whole group and small group instruction as well as one on one instruction by eliminating time-consuming grading. Accelerated Math Assesses Student Understanding Accelerated Math is designed to determine whether or not a student has mastered a specific skill or concept.There are five different types of assignments that teachers can assign to their students. Each type serves a different purpose and includes: Practice – Consists of multiple choice problems that check student understanding of specific learning objectives.Exercise – A type of practice activity used to reinforce and support objectives covered in a daily lesson.Test – A student will be allowed to take a test when they answer enough practice problems correctly.Diagnostic – Useful when you need to identify specific areas in which a student is struggling. Also allows students to take a test on objectives without meeting the practice criteria first.Extended Response – Provides students with challenging problems that promote higher order thinking skills and advanced problem-solving. The program provides students and teachers with immediate feedback directing the teacher to provide intervention when necessary and allowing those students who master a concept to move to another. Accelerated Math Provides Students and Teachers With Resources Every student has access to in program resources designed to assist in student understanding. The resources include a comprehensive math glossary and work examples tied to each individual learning objective for which the student is attempting to complete.Every teacher has access to tons of resources designed aid in the successful implementation of the program on a daily basis. These include guides on how to get started, how to advance your implementation, forms and charts, and much more. Accelerated Math Is Aligned to the Common Core State Standards Accelerated Math has studied and aligned their program to the Common Core State Standards. The math content libraries in the Accelerated Math program were designed to meet the requirements of the Common Core. Accelerated Math Provides Teachers With Tons of Reports Accelerate Math has about two dozen fully customizable reports. These include diagnostic reports, mastery reports, goal history reports, objective lists, parent reports, and several more. Teachers can use the reports to guide their instruction and meet their students’ needs. Accelerated Math Provides Schools With Technical Support Accelerated Math allows you to receive automatic software updates and upgrades.Accelerated Math provides live chat support to answer questions and provide immediate resolution to any issues or problems you have with the program.Accelerated Math provides software and data hosting. Cost Accelerated Math does not publish their overall cost for the program. However, each subscription is sold for a one-time school fee plus an annual subscription cost per student. There are several other factors that will determine the final cost of the programming including the length of the subscription and how many other Renaissance Learning programs your school has. Research To date, there have been ninety-nine research studies including eighty-nine independent studies that support the overall effectiveness of the Accelerated Math program. The consensus of these studies is that Accelerated Math is fully supported by scientifically based research. In addition, these studies concur that the Accelerated Math program is an effective tool for boosting students’ mathematics achievement. Overall Accelerated Math is a solid supplemental mathematics program that teachers can use on a daily basis in their classroom. The combination of online and traditional types can effectively meet each classroom’s individual needs. The alignment to the Common Core State Standards is another welcome progression. The biggest downside of the program is that it takes multiple steps to set up the program. These steps can be confusing but this can be overcome with professional development training and/or the setup guides offered by the program. Overall Accelerated Math gets four out of five stars because the program has evolved into a terrific supplemental program that can be easily implemented into any classroom and support ongoing instruction. If Accelerated Math isnt right for you, Think Through Math is another option.

. Explain the Sequence and Rate of Each Aspect of...

Children gain skills and abilities as they grow,the changes in their capabilities and personalaties develop with age. There are many factors which distinguish each child such as diet, stimulation, environment,medical conditions,and illness. But most children generally develop at a similar rate.There are four key area of developmet which are; physical, social and emotional,cognitive(intellectual), and language developmet. Younger children between birth and five generally develop at much more rapid rate in comparison to older children. Growth and development begins at the moment of conception and continues until much later in life. Below i have listed the sequences and rate at which children develop. 0-3 months Physical development: Some†¦show more content†¦g new feelings may respond to conflict by hitting,biting, and screaming etc show signs of self conciousness eg hiding after being naughty 1-2 years: intellectual development: the toddler is learning to be observen of others emotional reactions will look at carers expression before attempting something new,for encouragement or warning will experience a wider range of emoions like fear,anger,frustration and sadness learning to manage and recognise feelings 1-2 years: language development: can speak upto 10 words (15 months) use words to convey needs (24 months) can follow simple instructions (18-24 months) develop a vocabluary of upto 50 words (18-24 months) can use words to express emotions (24 months) stutter when excited 3-5 years: physical development: push and pull toys can balance on one foot able to play simple ball games can build a tower from blocks can draw crossess and circles(4-5) can walk backwards (4-5) walk up and down stairs 3-5 years: social and emotional development: can follow simple directions can ask for help where needed struggle to share has the ability to make a choice between two things by age 4 they learn to co-operate express anger verbally rather than physically engage in pretend play 3-5 years: inntellectual development: ability to organise asks questions eg how and why can idenify themselves by name and age understand order and process 3-5 years; language development: able to dicsuss activities at home or nursery use detailed sentencesShow MoreRelatedExplain the Sequence and Rate of Each Aspect of Development from Birth – 19 Years.1300 Words   |  6 Pages1a. Explain the sequence and rate of each aspect of development from birth – 19 years. All children and young people develop at different rates, but the order in which they advance differs very little. Children’s development tends to progress: # from head to toe # from inner to outer # from simple to complex # from general to specific Here we will be looking at each child’s physical development, social and emotional development, intellectual development, and language development. Not oneRead MoreExplain The Sequence And Rate Of Each Aspect Of Development From Birth 19 Years4523 Words   |  19 PagesCriteria 1.1.1. Explain the sequence and rate of each aspect of development from birth-19 years. At birth a baby relies on sight and touch for their intellectual development, they have limited language, and all information is processed visually, as a baby grows they develop intellectually by participating in imaginative play ie a box becomes a car or train or plane. They will also imitate and explore new behaviours and forms of play, their confidence will grow as they near the age of 3 years old, but willRead MoreExplain the Sequence and Rate of Each Aspect of Development from Birth - 19 Years1105 Words   |  5 PagesUnit 1 Child and Young Person Development Learning Outcome: Understand the expected pattern of development for children and young people from birth - 19 years. Task 1: Explain the sequence and rate of each aspect of development from birth - 19 years. The aspects of development are defined as Physical, Social Emotional, Language and Intellectual. There are different stages of development for each category, 0-3 years, 3-7 years, 7-12 years and 12-19 years. All children will follow theRead MoreExplain the Sequence and Rate of Each Aspect of Development from Birth – 19 Years.2752 Words   |  12 PagesExplain the sequence and rate of each aspect of development from birth – 19 years. In the table below I have given an explanation of the sequence and rate of each different aspects of development from birth to 19 years of age. Age Group | Physical | Social | Emotional | Language | Cognitive (intellectual) | 0-6 months | There are many physical developments that a child starts to develop by 6months. Some of these include; being able to turn their heads when they hear sounds or see movements, whenRead MoreExplain the Sequence and Rate of Each Aspect of Development from Birth – 19 Years.2450 Words   |  10 PagesExplain the sequence and rate of each aspect of development from birth – 19 years. The areas of a childs development can be categorized into four seperate groups. Namely - physical development, social and emotional development, intellectual development and language development. It is important to be able to identify these developmental mile stones in order to asses a childs rate of development and make observations as to whether or not a child is developing at a rate that you would expect. ThereforeRead More1. Explain the Sequence and Rate of Each Aspect of Development from Birth – 19 Years.2488 Words   |  10 Pages1. Explain the sequence and rate of each aspect of development from birth – 19 years. Aspects of a child’s and young people’s development include†¦ * Physical development – Gross motor skills (using muscles such as arms and legs), Fine motor skills (Use of muscles such as hands, fingers and toes). * Social, Emotional and Behavioral development – This is the development of relationships, a child’s identity and self-image and Knowledge of the world. * Communication – CommunicatingRead MoreExplain the Sequence and Rate of Each Aspect of Development from Birth to 19 Years of Age1157 Words   |  5 Pages1.1 Explain the sequence and rate of each aspect of development from birth to 19 years of age Introduction: Children’s do not develop at the same rate as each another .Every child has different rate of Development Areas of development: These are the main areas of development 1.   Ã‚   Physical development 2.   Ã‚   Social development 3.   Ã‚   Intellectual development 4.   Ã‚   Language development As there will be difference of children progress at the same rate .The below is the guide To they mightRead More1.1 Explain the Sequence and Rate of Each Aspect of Development from Birth – 19 Years3324 Words   |  14 PagesCYP31 | 1.1 | Explain the sequence and rate of each aspect of development from birth – 19 years | Each and every child develops at a different rate to other children, no two are the same. These areas of development are broken down into several categories which include: Physical Social, moral, emotional and behavioural Intellectual Communication and speech The guide below explains what you might expect from the development of the child through variousRead MoreExplain the Sequence and Rate of Each Aspect of Development from Birth ‚Äà ¬ 19 Years2427 Words   |  10 PagesUnit 1 Child and Young Person Development Task 1 Explain the sequence and rate of each aspect of development from birth – 19 years Children’s development can be grouped into four different aspects: physical, social and emotional, intellectual and language. The physical development of a baby in its first six months of life shows limited range of movement but the beginnings of an ability to respond to stimulus around them. They show their reaction to people, sounds and movement by turningRead MoreTask 1.1: Explain the Sequence and Rate of Each Aspect of Development from Birth – 19 Years.2089 Words   |  9 PagesTask 1.1: Explain the sequence and rate of each aspect of development from birth – 19 years. All children and young people develop at different rates, but the order which they advance in differs very little. Children’s development tends to progress from head to toe, inner to outer, from simple to complex and from general to specific. Each child’s physical, social, emotional, and intellectual and language development will be looked at through age stages. All of these categories are as important

Success of Mcdonalds Free Essays

As a husband and Father of two children, I’d like to say I’m an expert on McDonalds, especially the modern day McDonalds which is a lot different than when I was a kid. Today, McDonald’s is practically everywhere in the world and is a part of their cultures. The explanation of McDonald’s success can be derived from many things, but the ones that stand out are first their branding. We will write a custom essay sample on Success of Mcdonalds or any similar topic only for you Order Now They have been around for over sixty-five years and that certainly helps with branding. As of today, McDonald’s success in the public’s eye is that they have quality food at a low price that is given to the customer quickly with great service and clean facilities. The planning, organization, leadership and controlling by McDonald’s are about as cutting edge as you can get when it comes to fast food restaurants. I’m going to talk about these four points and they will tell you why McDonald’s is the number one fast food chain in the world. The McDonald’s chain is composed of company owned restaurants as well as franchised restaurants which make up over sixty-five percent of the operating McDonald’s outlets. Now because of this many of the restaurants are controlled and run separate from one another. McDonald’s is not just around to gain profits, but to survive not only the American recession, but also the global market. They strive to be the best employer for people in each community around the world, deliver operational quality to their customers in each and every restaurant and achieve profitable growth by continuing to expand their brand and using their strengths to continue to be innovative and take advantage of modern technology. So yes, McDonald’s knows what they are doing, but that wasn’t always the case. Back when they first opened, they were only open for lunch and dinner. So approximately from 7:00 a. m. to 7:00 p. m. and they did well, but today most McDonald’s restaurants are open twenty-four hours a day. Many fast food chains have copied this idea in order to keep up with McDonalds. From a planning standpoint, McDonald’s is always coming up with innovative ideas to continue to their branding. When you watch a couple hours of television in the evening, no matter what channel, you are going to see a McDonald’s commercial. They are typically very fresh and memorable and that’s without a doubt on purpose. The planning that goes into McDonald’s marketing is to always be two steps ahead of their competition. You also probably can’t help but see at least one billboard from McDonald’s on the way to work. Again, this to McDonald’s in your head for breakfast, lunch and dinner. Another big part of McDonald’s planning is to stay modern. Our American culture has gotten increasingly obese over the decades and McDonald’s takes a lot of heat for this. This is why they came up with their healthy menu a few years back so people had the choice to eat healthy. I believe another big part of McDonald’s planning is to tap into markets that they haven’t reached before. Sure McDonald’s has been serving coffee for years, but who doesn’t like a good cup of Starbuck’s coffee? I know I love my Starbuck’s in the morning and this is where McDonald’s decided to tap into the gourmet coffee drinker market recently by coming up with the McCafe. They now serve frappuccinos, gourmet coffee and iced coffees. This was brilliant in my opinion because now when you go to McDonald’s in the morning for your Egg McMuffin, you can now get a Starbucks quality gourmet coffee. McDonald’s has done very well with this addition to their menu and this is why McDonald’s has been and will continue to be the number one fast food chain in the world. As far as organizing, McDonald’s has franchises all over the world now and they continue to grow at a blistering pace. Their goal is to make sure that globally, each restaurant caters to specific cultures. What is on the menu in my southern California McDonald’s is different that say a McDonald’s in Europe. Having been stationed in Germany, I can definitely attest to this. So organizationally, McDonald’s continues their success by globally rganizing and implementing innovations to each of their franchises all over the world. Even the McCafe, as new as it is, is launching in McDonald’s franchises across the globe. Leadership is vital the McDonald’s success. Without strong leadership, who knows what would have happened to the McDonald’s brand. In 2001, the Hu man Resource Design Center for McDonald’s Corporation initiated the development of a special leadership development program for a select number of high potential managers identified as candidates for possible promotion into a key role in its system, that of regional manager. The program was entitled â€Å"McDonald’s Leadership Development Experience†. This program, now twelve years young, is breeding leadership within its own walls. Having read about the program, it’s very extensive and well thought out and this is just one of the reasons why McDonald’s continues to have strong leadership. Now as far as McDonald’s controlling is concerned, they do have very strict controls and guidelines in place to ensure that all of their restaurants are uniform. This is really one of the qualities that separate themselves from the competition. The strict controls in place for each McDonald’s franchise don’t just apply to the ones here in the United States, but all over the world. Things like uniform restaurant hours, quality control standards and strict hiring criteria for employees are just a few of the things that McDonald’s has in place to ensure that all of their restaurants in the world have a high standard of excellence. McDonald’s has been successful for quite some time now and the four points I just wrote about are some of the reasons for their success. McDonald’s will continue to be innovative and hold a high standard of excellence. I be in twenty year there will be new and exciting products from McDonald’s as they continue to be the number one fast food chain in the world. McDonald’s 24/7; By focusing on the hours between traditional mealtimes, the fast-food giant is sizzling, by Michael Arndt. Business Week. New York: Feb 05, 2007. , Iss. 4020; pg. 64, retrieved at 07/22/2010 from: http://www. businessweek. com/magazine/content/07_06/b4020001. htm Helm, B. (2010). Ethnic Marketing: McDonalds’ Is Lovin’ It. Bloomberg Business Week, retrieved May 15, 2011 at http://www. usinessweek. com/magazine/content/10_29/b4187022876832. htm A Golden Recipe for McDonald’s Europe, by Kerry Capell(2010). A Golden Recipee for McDonalds’ Europe. Business Week (on line), New York, July 18, 2008, retrieved at 07/200/2010 from: http://www. businessweek. com/globalbiz/content/jul2008/gb20080717_293203. htm Patton, L. (2011). Ronald McDonald Sidelined as Chain Toutes Lattes. Bloomberg Busines s Week, retrieved May 15, 2011, at: http://www. businessweek. com/news/2011-03-02/ronald-mcdonald-sidelined-as-chain-touts-lattes. html How to cite Success of Mcdonalds, Papers

Essay on Leadership Style And Job Satisfaction

Question: Discuss about the Essay on Leadership Style And Job Satisfaction In Higher Education Institutions? Answer: Introduction Establishments look forward in creating their vision to attain their mission that is considered the foundation or keystone of their genesis. This requires inputs of a production set such as capital, machines, information, material and human resources. Human resources are always considered the most vital input in the production set. The success of any establishment depends on the ability of the establishment to use its human resources to achieve higher levels of performance. This is considered the desired goal and objective of these establishments. On the other hand, the performance of an establishment is highly dependent on the leadership styles of the leaders in the establishments. Numerous leadership styles may be present within an establishment. However, it is wise to follow a single leadership style in an establishment (Alonderiene Majauskaite, 2016). This particular research focuses on the relationship between job satisfaction of the teachers and leadership styles as well as their impact on the quality of education in public secondary schools in Tabuk city of Saudi Arabia. The research will highlight different leadership styles, job satisfaction of the teachers, relationship between the two variables and the impact of these two variables on the quality of education. School leadership is the main aspect of the establishment of the education systems as it plays a major role in enhancing higher levels of performance of the employees of every sector, especially the teachers. It is because the teachers consider leadership as a major component to improve the quality of education (Basak Govender, 2015). In this particular research, the focus will be put on the education sector in Tabuk city of Saudi Arabia. It is because there is lack of research on the education sector of Tabuk. The government looks after the education system. However , few problems need to be identified and rectified. Therefore, the topic has been chosen for this research. Background The background of this research study is to reflect upon the leadership styles and job satisfaction of the teachers and their impact on the quality of education in the secondary schools in Tabuk city of Saudi Arabia. It is seen that the changes in the styles of leadership helps in bringing a good revolution in the working styles of the teachers and their perception of job. Previously, in the traditional era, the teachers had to follow a rigid structure of system of education (under the autocratic leadership). However, the visionary leadership and the transformation leadership styles adopted by the administrative staffs or principals of the schools has motivated the teachers to bring necessary changes in the culture as well as the curriculum of the schools as per the prevailing environment in schools (BinBakr Ahmed, 2015). This type of leadership can be called distributed leadership as it takes into account the distribution of tasks of the teachers. It has been critically analyzed th at there is a relationship between the satisfaction levels of the teachers and their participative leadership. In this particular type of leadership, the teachers undertake the tasks as a responsibility as their suggestions and values are given importance. The principals or the directors of the schools shares information with the teachers and keep interactive communication (Bogler Nir, 2014). It is reflected that autonomy at the workplace has a direct link with the job satisfaction levels of the teachers. Therefore, the motivation of teachers leads to the enhancement of their job satisfaction, which further has a positive impact on the quality of education. If the teachers are satisfied, they will impart quality education to their students. The leadership style of a school principal directly influences the self-efficacy of the teachers. The styles of leadership relates to the stress and conflict factors of the teachers. Autocratic leadership has a negative impact on the self-efficacy of the teachers, as it does not motivate the teachers to put in great efforts in the quality of teaching (Teeroovengadum, Kamalanabhan Seebaluck, 2016). Therefore, the leadership style should be participative and transformative to enhance the satisfaction levels of the teachers. It is very important to keep the teachers satisfied to improve the growth and development of schools (akmak, zteki n KaradaÄÅ ¸, 2015). It is highly substantial to adopt the process of effective leadership to motivate the teachers to participate and emphasize interactive communication. This helps in leading towards the zenith of success and it is beneficial for the staffs and the organization as a whole. The followers need to stick to the framework and standard policies of the leaders and it further helps in achieving job satisfaction in the teachers. The transformational leadership and the shared or distributive leadership give importance to the individual interests of the individuals and it helps in enhancing the satisfaction level of the individuals. Therefore, it is seen that leadership plays a major role in improving the levels of job satisfaction of the teachers as well as has a positive impact on the quality of education (Cceres, Mayo Aguilar, 2016). In the schools of Saudi Arabia, the teachers are employed without sufficient development and training. Therefore, the country lacks efficient leadership skills in the education sector (Gupta Hyde, 2015). Importance of the Research The leadership styles are studied widely across all nations. In this particular research paper, the different leadership styles will be discussed in various situations. Hence, the research is important because it not only determines the various styles of leadership but also brings out the relation between the leadership styles and the levels of job satisfaction of the teachers in the secondary schools of Tabuk in Saudi Arabia. After bringing out the relationship between these two variables, the research paper will focus on the impact of the quality of education because of these two variables. The quality of education in schools is largely dependent on the way the teachers teach or train the students. If the teachers are motivated and satisfied, the students will benefit from them. It will have a positive impact on the overall performance of the schools. Hence, it is very important to keep the teachers satisfied (Curry, 2015). Proper leaders (Principals in this case) should lead them and they should be provided with the opportunity to share their views and opinions on the administrative matters. They should be provided with proper training and development to impart knowledge to the students. Their active participation can help the schools to reach the zenith of success. Therefore, this research is conducted to determine the effects of leadership style on the levels of job satisfaction of the teachers and analyze the influence of the job satisfaction and leadership styles on the quality of education (Chiniara Bentein, 2016). Education administration is a tool that directs the educational institutions and motivates all the staffs of the schools. The institutions must search for the most important factors that lead to effectiveness of teachers by stimulating their sense of job satisfaction levels. The most important factor is the leadership styles that helps to improve the organizational climate and enhance the performance of the school teachers. It increase their effectiveness of education through the impact on their levels of job satisfaction. Educational administration no longer depends on the decision-making process. It has become a humanitarian process (dynamic) that is designed to meet the needs and demands of the employees that are appropriate to the environment of education (Gilbert, Horsman Kelloway, 2016). Research Problem In spite of the significant progress of the education sector of Saudi Arabia in the past few years, the system has faced many obstacles. The government of Saudi Arabia that is represented by the Ministry of Education has created a mission to fill the positions of the teachers that were previously occupied by non-Saudi teachers, with Saudi teachers and head teachers. It is because the education system has faced certain negative consequences because of the appointment of non-teachers. Hence, the education system of Saudi Arabia has faced many challenges regarding the leadership styles used in the schools of Saudi Arabia. It is because the teachers and the head teachers are appointed and employed without sufficient development and training (Seng Wai, 2015). This has a great pressure on the administration of schools, which do not have any concern except for the implementation of instructions and orders from the Ministry of Education. This led to majority of schools in Saudi Arabia to ne glect the styles of leadership in the schools. Therefore, this is the key or major problem in the schools of Saudi Arabia. Hence, the research problem has been chosen to mitigate the endemic problem in the Saudi Arabian schools (Mansfield et al. 2016). It is known that the leadership styles used by the administrators of schools differ in terms of the values that they believe. Democratic leadership has a direct impact on human relations and involves employees in the process of decision-making (Taliadorou Pashiardis, 2015). This approach takes into account the views and opinions of every individual. On the other hand, autocratic leadership managed work through tyrannical opinion and the decision-making process is centralized. Autocratic leadership has become a major problem in the secondary schools of Tabuk. Therefore, it has a negative impact on the teaching styles of the teachers. They feel de-motivated and it affects the quality of teaching. They are not satisfied with the leadership style of the government of Saudi Arabia, as they cannot benefit from their leaders (Minadzi Boadu, 2016). The success of the administration in achieving the desired goals and objectives depends on the leaders and their styles because it has an impact on the performance and job satisfaction levels of the teachers. This enhances the quality of education (Pelletier Rocchi, 2016). Research Questions What are the various leadership styles in secondary schools of Tabuk city? There are overlapping leadership styles in the schools. Which style do you think is best suited for the schools of Tabuk city? Are the teachers satisfied with the style of leadership implemented by the government of Saudi Arabia? What is the relationship between the leadership styles and the levels of job satisfaction among the teachers in the secondary schools of Tabuk city of Saudi Arabia? Does the dominant leadership style have a positive or a negative impact on the quality of education in the secondary schools of Tabuk city? What measures need to be taken to improve the quality of education in the secondary schools of Tabuk city? How satisfied are the teachers with the said leadership style and how well are they motivated to impart knowledge to their students? Is there is a possibility of improvement in the education system of Tabuk city after the implementation of this research process? Aims and Objectives The aim of this research is to find out the leadership styles and the levels of job satisfaction of the teachers of Tabuk city of Saudi Arabia. The objective of this research is to determine the relationship between these two variables and to evaluate the impact of the said variables on the quality of education in the Saudi Arabian schools (Prichard Moore, 2016). The research aims to find out the impact of the dominant style of leadership on the job satisfaction levels of the teachers in the secondary schools of Tabuk. In context to the aim of this particular research, the following objectives addressed in this paper are depicted below: To explore the different styles of leadership that affect the job satisfaction level of the teachers in the secondary schools of Tabuk city To explore the most dominant leadership style in the schools of Tabuk city of Saudi Arabia To explore the job satisfaction level of the teachers with the Saudi Arabian leadership To analyze the relationship between the leadership style and teachers job satisfaction To depict the positive or negative impact on the education system because of the dominant leadership style To study the measures taken by to improve the quality of education system in Saudi Arabia To explore the satisfaction and motivation level of the teachers to impart knowledge to the students To find out if there is a possibility of improvement in the quality of education system of Tabuk city of Saudi Arabia Research Methodology The mixed approach of the technique of data analysis will be helpful in collecting the quantitative and qualitative data on the research subject. The mentioned approaches will depend on the findings of a wide range of published literature (Ratyan Mohammad, 2016). The research will be obtained and acquired by the use of field studies such as surveys, questionnaires and personal interviews. The method of literature review will be used to collect data under the technique of qualitative research. The review is able to gain the subjective knowledge of different styles of leadership along with their advantages and disadvantages. It will help in exploring the relationship of leadership styles with job satisfaction in the subjective context. On the other hand, in the technique of quantitative research, the data will be collected through survey and questionnaire and then, the data will be analyzed. This particular research proposal will help in getting real experience-based information from the teachers of public secondary schools of Tabuk city. This method will be effective in providing good information about the leadership practices in the past as well as the present context (Runhaar, Konermann Sanders, 2013). The responses of sample population of teachers will be collected through the surveys and this will further help in determining the relationship between the leadership practices and teachers job satisfaction along with the quality of education. To conduct an effective research, the random sampling method will be used. There are thirty secondary schools in the Tabuk city with nearly nine hundred teachers. The teachers will be chosen randomly from thirty schools and this method will help in determining the research questions with the help of surveys and questionnaires. Te sampling method is an unbiased research, as it provides equal opportunity to the individuals selected in the sample (Selamat, Nordin Adnan, 2013). The data collection method will improve the accuracy, reliability and validity of the findings of the research. Conclusion and Recommendations This particular research study has a wider scope to determine the relationship between the leadership styles and the job satisfaction levels of the teachers. It further determines the impact of these two variables on the quality of education system. This study mainly focused on the leadership styles adopted by the public secondary schools in the Tabuk city of Saudi Arabia. This particular research paper will serve the basic knowledge for the further research studies in the international field of education in the near future. The study has pointed out the various leadership styles and the dominant leadership style in the Saudi Arabian city, Tabuk. It has pointed out the difficulties faced by the teachers because of the implementation of the strategies by the government of Saudi Arabia. It has shown that if the teachers are not motivated and satisfied, it can have a negative impact on the quality of the education system. The teachers should be given the space to think freely and take d ecisions to impart their knowledge to the students. This will enhance the growth and development of the teachers and the students as well as the institution as a whole. References Alonderiene, R., Majauskaite, M. (2016). Leadership Style And Job Satisfaction In Higher Education Institutions.International Journal of Educational Management,30(1), 140-164. Basak, S. K., Govender, D. W. (2015). Theoretical Framework Of The Factors Affecting University Academics' Job Satisfaction.The International Business Economics Research Journal (Online),14(2), 317. BinBakr, M. B., Ahmed, E. I. (2015). An Empirical Investigation of Faculty Members' Organizational Commitmentin the Kingdom of Saudi Arabia.American Journal of Educational Research,3(8), 1020-1026. Bogler, R., Nir, A. E. (2014). The contribution of perceived fit between job demands and abilities to teachers commitment and job satisfaction.Educational Management Administration Leadership, 1741143214535736. Cceres, M. G., Mayo, A. R. P., Aguilar, J. A. H. (2016). ORGANIZATIONAL CLIMATE AND EDUCATIONAL OUTCOMES IN ELEMENTARY SCHOOLS.International Education and Research Journal,2(2). akmak, E., ztekin, ., KaradaÄÅ ¸, E. (2015). The Effect of LeadershipLeadership on Job Satisfaction. InLeadership and Organizational Outcomes(pp. 29-56). Springer International Publishing. Chiniara, M., Bentein, K. (2016). Linking servant leadership to individual performance: Differentiating the mediating role of autonomy, competence and relatedness need satisfaction.The Leadership Quarterly,27(1), 124-141. Curry, C. D. (2015). Coaching Global Teams and Global Team Leaders. InLeading Global Teams(pp. 141-168). Springer New York. Gilbert, S., Horsman, P., Kelloway, E. K. (2016). The motivation for transformational leadership scale: an examination of the factor structure and initial tests.Leadership Organization Development Journal,37(2). Gupta, B., Hyde, A. M. H. (2015). Key References on Quality of Work Life.Vishwakarma Business Review,5(1), 109-118. Mansfield, C. F., Beltman, S., Broadley, T., Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework.Teaching and Teacher Education,54, 77-87. Minadzi, V. M., Boadu, K. (2016). The Leadership Styles of Basic School Head Teachers: What Teachers Say.Advances in Social Sciences Research Journal,3(1). Pelletier, L. G., Rocchi, M. (2016). Teachers Motivation in the Classroom. InBuilding Autonomous Learners(pp. 107-127). Springer Singapore. Prichard, C., Moore, J. E. (2016). Variables influencing teacher autonomy, administrative coordination, and collaboration.Journal of Educational Administration,54(1). Ratyan, M. A. M., Mohammad, A. A. M. (2016). Saudi Higher Education Reality and Prospects: Evaluating Careers Dimensions of University Teaching, Scientific Research and Community Service Northern Border University as a Model.Indian Journal of Science and Technology,9(4). Runhaar, P., Konermann, J., Sanders, K. (2013). Teachers' organizational citizenship behaviour: Considering the roles of their work engagement, autonomy and leadermember exchange.Teaching and teacher education,30, 99-108. Selamat, N., Nordin, N., Adnan, A. A. (2013). Rekindle Teacher's Organizational Commitment: The Effect of Transformational Leadership Behavior.Procedia-Social and Behavioral Sciences,90, 566-574. Seng, E. L. K., Wai, C. C. (2015). An Empirical Study of Academic and Non-academic Staffs Job Satisfaction and Organizational Commitment in an Institute of Higher Learning.Journal of Entrepreneurship, Business and Economics,4(1). Taliadorou, N., Pashiardis, P. (2015). Examining the role of emotional intelligence and political skill to educational leadership and their effects to teachers job satisfaction.Journal of Educational Administration,53(5), 642-666. Teeroovengadum, V., Kamalanabhan, T. J., Seebaluck, A. K. (2016). Measuring service quality in higher education: development of a hierarchical model (HESQUAL).Quality Assurance in Education,24(2).

Salim Group free essay sample

The focus of the Salim Group’s operations adapted to Indonesia’s economic policies and shifted from trading to manufacturing, and ultimately diversified into a series of unrelated sectors. Following the fall of Suharto and the 1997 Asian financial crisis, the Salim Group has continued to internationalize its portfolio with Liem’s son, Anthony Salim, as the group’s chief executive. Currently, the Salim Group’s main holdings are in food, media, automotive, property and telecom with aggregated revenues estimated at 14 billion USD in 2012. The biggest companies in the portfolio include First Pacific Ltd. , Indofood and Indomobil. The competitive landscape consists of other multinational companies and Indonesian conglomerates on a group level, and industry specific competitors in each distinct business field. Although certain elements of the Salim Group are comparable to the traditional Chinese family business, such as its extensive network of relationships, through adaptations to this model, including the professionalization of management and business, an open and informal culture, and a decision-making process supported by strict internal monitoring procedures, the group has been able to achieve significantly greater scale and success. We will write a custom essay sample on Salim Group or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Anthony Salim has already dictated the firm’s future strategy, which entails an expansion throughout Australia-ASEAN-China (‘Axis of Prosperity’), a portfolio focus on industries known to the group, and the development of local managers for regional adaptation. Going forward, the Salim Group should closely consider changes in the institutional environment of ASEAN countries, succession planning, and the centralization of control, as well as both the benefits and concerns associated with its Axis of Prosperity expansion. 1. History of the Salim Group The historical events of the Salim Group can be classified into three phases that the Indonesian conglomerate experienced. These phases are broadly grouped time periods that share characteristics and observe similar trends. We begin by examining the first phase of the Salim Group’s accomplished history, which includes the actions that led to the creation of the company and its earliest business activities. Prior to the Second World War, Liem Sioe Liong immigrated to Indonesia from China’s Fujian province. When Liem arrived in Central Java, there was already an existing and organized Chinese community. This is a direct reflection of the increase in Indonesia’s Chinese immigrant population, a group considered to be economically higher than the local Javanese as they were used by the colonists as intermediaries and traders. The importance of Liem’s ethnicity will be discussed in later sections. Liem began trading and lending in the early 1940’s before the Japanese occupation. Similar to many Chinese immigrants, Liem abandoned his Chinese name and adopted the Indonesian-sounding Sudono Salim, hereafter referred to as Sudono. Shortly after the Japanese occupation in 1942, Sudono engaged in Dangbangke trading, which consisted of smuggling small goods with bicycles. At the same time, Sudono started a family and fathered both Anthony Salim and Andre Halim, two sons that would eventually play a prominent role in the Salim Group. It is in the 1940’s that the Salim Group was founded; however, sources do not specify the exact commercial nature that Sudono pursued. After the Japanese occupation, Sudono actively supported the Indonesian Independence movement who were fighting the Dutch army. Sudono was part of the Futsing Hwee movement and helped hide revolutionary leader Hasan Din, the father-in-law of Sukarno, for over a year. This would prove to be an important connection for Sudono as the Indonesian nationalists won independence and enabled Sudono to resume trading commodities such as peanut oil, cloves, and coffee. Through his connection with Hasan Din, Sudono was labeled as a â€Å"trustworthy supplier of the military†. As a result, Sudono profited from helping the Indonesian army both during and after their independence movement (Dieleman, 2007b). Following independence, Sukarno took over Indonesia in 1957 and implemented a closed economic policy that rejected foreign capital and focused on creating a greater role for government nationalism (Dieleman, 2006). Although Sukarno’s policies attempted to favor indigenous businessmen with his Benteng program, Sudono and Indonesia’s Chinese minority economically dominated the country. Sudono moved his family to Jakarta where he would continue to supply the Indonesian army. In addition, Sudono develop several business partnerships outside of his family network with other Chinese immigrants. Dieleman points out that the Salim Group began to rapidly diversify because of Sudono’s belief that â€Å"all businesses are good† (Dieleman, 2007, p. ?). The group continued to develop textiles, became the army’s supplier of soap and purchased the Bank of Central Asia (BCA), which would grow to be Indonesia’s largest bank. The group’s â€Å"business ventures adapted to the unpredictable environment and grew by taking the opportunities as they came, without a focused business strategy† (Dieleman, 2007b). Here it can be seen that Sudono’s activities shifted from trading to manufacturing and financing. Indonesia’s political environment changed again as Suharto seized power from Sukarno in 1967. By this time, Sudono had already established large businesses and built up a powerful network of political elite. President Suharto’s New Order policy opened up private and foreign investment for many of Indonesia’s commercial industries. Sudono utilized his connections with Suharto to acquire licenses that gave him exclusive rights over certain strategic exports. In addition, Sudono kept close ties with the Indonesian Army, which was now the dominant political force. Suharto implemented policies aimed at rapid industrialization from 1970 onward that also promoted import substitution. As a result, the Salim Group expanded to include domestic flour milling, cement and automobile production. Each of these industries had established favourable conditions that encouraged domestic production through government programs. The Salim Group had companies in highly diverse sectors and profited from the wave of Indonesia’s industrialization (Dieleman, 2006). See figure 1 to see the Salim Group’s growth during Indonesia’s industrialization. 1. 2 Phase Two: Transition to the Second Generation The next phase of the Salim Group is distinguished from the previous period of unrelated diversification, a common characteristic of Chinese family businesses. In 1972, the Salim Group stopped randomly diversifying and Sudono’s strategy shifted by targeting select industries rather than being driven solely by opportunity (Dieleman, 2006). The purpose of this shift was to decrease the group’s dependency on government contacts and enable internalization. Dielmans highlights that overseas partners in Japan helped the Salim Group by providing both technology and knowledge to the company. This is likely a result of Akamatsu’s proposed flying geese strategy (Bu, 2012a). In addition, Anthony Salim and other family members joined the business in 1972 to help manage the sheer number and diversity of the companies that the Salim Group owned. However, most of Sudono’s business partners were Chinese immigrants, stemming from the bamboo network of overseas Chinese across Asia. The Salim Group continued to grow and engage in commercial activities on a much larger scale. This was aided by the government’s changing policy from import substitution to export led growth, following the pattern of many NIEs and other ASEAN governments. In addition, the Salim Group continued steady growth through the 1980’s and moved into more capital-intensive industries such as chemicals and steel-making. Sodono also recognized the risk of Indonesia’s political instability and intensified the group’s internationalization rate in the 1980’s and 1990’s, specifically in Singapore and Hong Kong. In 1982, Sodono founded First Pacific in Hong Kong, which was owned by the Salim’s and opearated businesses throughout Asia (Dieleman, 2007b). Refer to figure 2 to see a breakdown of the Salim Group’s internationalazation in the 1990’s. The result was an extremely diverse yet powerful family business that structured its business offerings across the value chain. Another major event in this phase of the Salim Group’s history was the changeover in leadership. Anthony Salim assumed control of the family company in 1993. The ever-expanding business required the help of professional managers, which Anthony continued to hire to help manage the Salim empire. By 1995, the Salim Group had become a giant, representing 5% of Indonesia’s total GDP, with revenues above 20 billion and 200,000 employees. Refer to figure 3 to see a snapshot of the Salim Group’s commercial activities in 1995. 1. 3 Phase Three: Financial Crisis and Reform The final phase of the Salim Group’s history begins with the Asian Financial Crisis of 1997 and continues to the present date. The Salim Group borrowed heavily from foreign banks to capitalize on superior lending rates, making them highly vulnerable to currency risk. As Indonesia’s currency rapidly devalued in 1997, the Salim Group was faced with increasing debt obligations. Refer to figure 4 for a breakdown on the corporate leverage of selected Asian economies and figure 5 for a breakdown of the growth of US, reflecting foreign, borowing for the Salim Group. The group’s pyramid ownership structure and internal lending compounded the situation as the largest Indonesian conglomerate’s debt-to-equity ratio skyrocketed. Even more concerning was the fall of Suharto, an important political connection that helped the Salim Group flourish under his corrupt ruling period (Dieleman, 2006) As a result of these factors, Anthony Salim was faced with tough decisions on honoring over $5 billion in loans. See figure 6 to see the impact of the Asian financial crisis on select economies. The Salim Group transferred 107 of their companies to the Indonesian government to settle their debt obligations. Many of these assets were ultimately bought back by the Salim Group at a discount, likely due to the corrupt Indonesian government. Since this period, the Salim Group has been on the road to recovery and has continued to experience growth by refocusing its portfolio while also internationalizing rapidly. See figure 7 to see how the group’s actions reflected Indonesia’s political and institutional environment and figure 8 for a complete summary of the Salim Group’s strategic actions. Using history as a basis of analysis, it is clear that the Salim Group exhibits many of the characteristics of a Chinese family business. These include centralized decision making through a dominant CEO, family ownership and control, the importance of external networks, and a high degree of strategic flexibility. The details and justifications for these characteristics are further developed in the following section of the report. Big whales swim in the deep sea, in the salt water, but we are talking fresh water here. † (Anthony Salim) The competitive environment of the Salim Group is as complex and opaque as the company itself. As the conglomerate operates in various and mostly unrelated business fields, it is not easy to determine its main competitors on an aggregate level. The second difficulty is the fact that these different operations are often spread amongst different countries in Southeast Asia. Although it is not possible to find a directly comparable conglomerate, operating in exactly the same businesses and geographical regions, it is possible to identify those whose main businesses overlap with the primary commercial activities of the Salim Group. In doing so, we found three major competitors: (1) multinational giants such as Unilever and General Electric1, (2) Indonesian conglomerates operating in similar sectors and (3) other large industry specific competitors, not necessarily conglomerates. While the first two have the potential to compete n a macro or group level, the third category of firms mainly competes in one specific business field. The American food company General Mills, for example, is a direct competitor of Indofood, but does not possess the potential to jeopardize the Salim Group as a whole. Please see figure 9 below for a peer group overview on a macro level. In summary, we find that although the group has competitors of similar and larger size, there is no competitor that could take complete market share from the Salim Group as a whole. This is primarily a result of the Salim Group’s high level of diversification. As the Salim Group operates across numerous business lines, even if one aspect of the business was facing tough competition or declining sales, the group as a whole is large enough to compensate for fluctuating financial performance. 3. Features 3. 1 Ownership and Organizational Structure Chinese family businesses (CFBs) are typically fully owned by the family members. Top-management positions are occupied exclusively by members of the core family and senior management positions are usually taken by other close relatives or long-term employees with proven loyalty. This context restricts quick promotions or the acquisition of professional management that distinguishes itself through high performance. Thus, growth is limited and the organization is maintained at a small scale. Another feature of the structure of CFBs is their aptitude for unrelated diversification in terms of products and geography, with an additional focus on short-term returns (Chen, 2004; Bu, 2012c). In contrast to these characteristics, Sudano Salim began to professionalize the group’s business while in charge. When Anthony took over, he hired even more professional managers that also had access to top management, organized the group into divisions and initiated IPOs to list companies on stock exchanges in Indonesia and abroad (Dieleman, 2007a, p. 22). The latter resulted in companies having to conform to transparency rules and to develop working organizational structures and controlling systems on the one hand, and provided access to foreign capital on the other hand. The inflow of foreign capital came along with a dilution of ownership.

Free Essays on Compare and Contrast of Two American Writers Hemingway and Faulkner

to describe both characters and setting. Examples of diction usage for setting are found in the title, â€Å"A Clean, Well-Lighted Place† (Hemingway 141) and â€Å"pleasant† (Hemingway 143). The two waiters describe the customer as a â€Å"clean old man...a good client† (Hemingway 141). Hemingway’s choice of diction was blunt and to the point. The diction usage does not let the reader get funny ideas or leeway to think anything other than what Hemingway says. This element of Hemingway’s style reflects when the young waiter states the old man is â€Å"drunk† (Hemingway 141). The young waiter does not suggest he was tip... Free Essays on Compare and Contrast of Two American Writers Hemingway and Faulkner Free Essays on Compare and Contrast of Two American Writers Hemingway and Faulkner Styles of Two Great American Writers A writer’s style distinguishes him from other writers. The style a writer uses to write a story clearly indicates the tone of a story,vital for the reader to understand the story. The style of a writer is made up of different traits and characteristics used to write the story. These traits and characteristics include and are not limited to symbolism, characterization, and other elements. When evaluating a literature piece for style one should analyze the following five elements: diction, images, details, language, and sentence structure. Two well-known American writers with completely different styles are Ernest Hemingway and William Faulkner. Hemingway and Faulkner’s similarities and differences in style become apparent when comparing and contrasting two of their famous short stories, â€Å"A Clean, Well-Lighted Place† by Ernest Hemingway and â€Å"Barn Burning† by William Faulkner. Diction involve word choices a writer makes for his story. These word choices may be used to achieve an overall feeling from a reader toward a story. Diction also reflects the writer’s attitude toward his subject. Ernest Hemingway’s choice of diction in â€Å"A Clean, Wells of diction usage for setting are found in the title, â€Å"A Clean, Well-Lighted Place† (Hemingway 141) and â€Å"pleasant† (Hemingway 143). The two waiters describe the customer as a â€Å"clean old man...a good client† (Hemingway 141). Hemingway’s choice of diction was blunt and to the point. The diction usage does not let the reader get funny ideas or leeway to think anything other than what Hemingway says. This element of Hemingway’s style reflects when the young waiter states the old man is â€Å"drunk† (Hemingway 141). The young waiter does not suggest he was tip...

Presentation Essay Example | Topics and Well Written Essays - 500 words - 8

Presentation - Essay Example Since it’s an emerging market, Stiff competition due to increased number of facilities, Strict and rigid government policies which are not providing them with enough room and a shortage of competent and qualified staff since are the major challenges faced by the organization. The government has been changing its policies, rules and regulations pretty abruptly thus providing the staff and organization with no time to adapt and make things go haphazard. When it comes to the safety of their workers the organization has strict rules and takes serious precautionary measures. Major safety measures include an always ready emergency team and an isolation room for contagious outbreaks. It is the safety measures that keep the facility running and earn the trust of their clients. Time management is one of the most important tasks at a hospital and it is considered to be the duty of a hospital manager to: Prepare timetables, Maintain discipline, Make sure everything is done in order, Perform daily chores, and Keep the hospital managed. If one of the mentioned things goes out of order or the given time table is not followed by the employees, running a healthcare facility would get a lot more difficult for the healthcare executive. It is his duty to keep people at their positions and remind them of what their jobs are. Managers in the field of health and medicine are known as healthcare executives/Hospital managers. These personnel are specially trained to manage either a specialized unit of a hospital or the whole facility. Healthcare executives are also trained to keep them aware of the regularly changing health laws and new regulations. These officials must have some medical knowledge to understand the procedure being undertaken in their facilities and their possible consequence in order to manage any worst outcome. Healthcare executives have a decent pay-scale when compared to the other executive jobs.