SMC Orchestra Concerto Essay Example | Topics and Well Written Essays - 750 words

SMC Orchestra Concerto - Essay Example The first piece was Overture to â€Å"Don Giovanni,† K.257 Wolfgang Amadeus Mozart with the conductor of the piece being Fang-Ning Lim. The piece authored by Wolfgang Amadeus Mozart, in 1787 consisted of ten instruments each connected to the other. In the first part, the conductor introduced the andante with the flute 1 being the instrument of choice with the part ending in C major with a flute 2. Conversely, the second pair of instruments used in part was oboes, with oboe one starting in the andante while oboe 2 ended in D major. After the oboes, the clarinets started with the first clarinet in A major starting whereby the oboe 2 ended. Thereafter, the second clarinet took over in F major. Other instruments used in the piece were two bassoons, horns, violins, trumpets, horns, timpani, violas, cellos and basses. Importantly, slow movements all through marked this andante and the entire piece and by the end of the piece, I had a feeling that the show had just started. After the first piece, the second piece introduced by James Martin was Keyboard Concerto in D Minor, BWV 1052 by Johan Sebastian Bach. James Martin told us that Johan composed the piece in 1734. Importantly, the piece included three movements, which are allegro, adagio, and then back to allegro with the piano as the instrument of choice in this piece, which was played by Yuko Terashima playing the instrument. This movement is marked by a tempo that is faster than the tempo in the first piece. In effect, the tempo made the place and the hall livelier, and it was evident that those attending the concert were beginning to appreciate the show as I was doing. After the first movement, an adagio followed the allegro and the tempo became more leisurely. In effect, I experienced a relaxed feeling and I appreciated the good music playing all along. The conductor, Fang-Ning Lim introduced the third piece as the Double Concerto, which is played in E Major and was composed by Max Bruch in 1734. April Sh ih played the violin while Douglas Rezende was playing the viola. With these two instruments, I expected the tempo to be relaxing and slow since the movement of this piece was moderato. I realized that the tempo progressively rose with the shape of the volume increasing in a crescendo. I I felt calm as this piece played while I was also filled with enthusiasm and anticipation at the same time. After the piece was over, the next piece followed since the conductor was the same although the violin was the only instrument used. In this case, the piece was Concerto in G Minor composed by Max Bruch with Lim telling the audience that the piece was composed between 1739 and 1738. Paul Lee played the only instrument in this movement, which was the violin with the movement being in andante allegro. In this case, the violin played in a slow tempo at the beginning and ended in a tempo that were fast and energetic. I realized that many people who had attended the concert were singing in apprecia tion as the movement progressed to a fast tempo. The fourth piece was the Concerto in D Minor, K.466 composed by Wolfgang Amadeus Mozart in 1785 as Lim told the audience. In this piece, Aidan Short played the piano in the movement that was an allegro. The movement

Personal Statement of Purpose for MA in Criminal Justice to Loyola

Of Purpose for MA in Criminal Justice to Loyola University of Chicago,IL - Personal Statement Example This foundation I suppose bears enormous impact on my decision to pursue further studies involving criminal justice system. Through my work as a manager of a commercial department back in Russia, I obtained profound realization of the immense worth there is in building people’s confidence at work. I used to supervise six people at this stage and treating each of them with fair amount of reward or sanction deserved became essential as it reminds every person that justice does exist. During my undergraduate years prior to this, I studied diligently and was also conscientious of taking academic details in account so that as early as this period I had already practiced even distribution of energy to each scholastic assigned task besides wise management of time. At school, I made sure that I could get my points across with adequacy in any aspect without offending the other party and in return, allowed others to be listened to sincerely. Such endeavor has not ceased to this age and even while I took up Management in Social Sphere which was another huge step in my learning to adjust with different kinds of people and value deep human relations where everyone is synergistically encouraged to express diverse opinions with respect to social matters that tap into politics and economy in general.

Input Subsystems Three Input Subsystems Commerce Essay

Input Subsystems Three Input Subsystems Commerce Essay Human resources intelligence subsystem This subsystem has the responsibility for keeping current on environmental activities that are especially important to human resource activities (McLeod and Anctis, 1995). Data and information are gathered describing activities of the government, labour unions, suppliers, the local and financial communities, and even competitors (McLeod and Anctis, 1995). Employment firms function as suppliers, funnelling applicants to the firm. Applicants can also come from the local community and from competitors (McLeod and Anctis, 1995). The financial community provides data and information concerning the economic climate, which influences the human resource plans (McLeod and Anctis, 1995). Much of the intelligence data can be obtained from commercial databases (McLeod and Anctis, 1995). The HRIS database All of the data and information provided by the input subsystems is held in computer storage (McLeod and Anctis, 1995). The storage units can reside in IS, HR, or other locations (McLeod and Anctis, 1995). The data relates primarily to the firms employees, but also can describe the environmental elements with which HR interfaces (McLeod and Anctis, 1995). Database management system (DBMS) software performs the maintenance processes (McLeod and Anctis, 1995). HRIS Database consists of number of databases such as employee database, executive search firm databases, university databases, employment agency databases, public access databases, corporate job banksà ¢Ã¢â€š ¬Ã‚ ¦etc. Output subsystems The output subsystems consist of various types of software that transform data in the database into information outputs. The software can include report writers, mathematical models, office automation packages such as e-mail and desktop publishing, and applications of artificial intelligence such as expert systems. According to the model, the output subsystems represent the six groups of HRSP applications. 54 Workforce planning subsystem is one of the output subsystems in HRIS model, which enables the manager to identify future personal needs (Figure 2.6). It facilitates organisation charting, salary forecasting, job analysis or evaluation, planning and work force modelling. Recruiting output subsystem enables applicant tracking and internal search. Workforce Management output subsystem work on performance appraisal, training, position control that ensures headcount does not exceed budgeted limits, relocation, skills or competency measuring, succession planning and disciplinary. Compensation output subsystem works on merit increases, payroll, executive compensation, bonus incentives and attendance. Benefits output subsystem defined contribution, benefits and claims processing. Environmental reporting output subsystem work on reporting firms personnel policies and practices to the government. Reports like union increases, health records and toxic substance produce through this system. The model (Figure 2.6) provided a good framework of HRIS components. It followed the three main concepts of system: inputs, processes, and outputs addressing the wide variety of HRIS applications as well. According to McLeod and Anctis (1995), the HRIS has provided strong support in the compensation and benefits areas, but other activities that occur during employment demand greater attention. For example, little attention has been directed at activities relating to organizational exit, or termination. Many firms have neglected applications for workforce management and recruiting. They further emphasised, if HRIS resources were aimed at building strong planning systems, up-to-date HRIS databases, and responsive information output systems, then the HRIS would support management in each of its workforce-related activities. This direct management support would contribute to the firms strategic objectives, whatever they might be. As the HRIS does a better job of providing management with in formation about people and their jobs, it will solidify its position in the firm as a valued information system (McLeod and Anctis, 1995). 55 2.4.6. HRIS Model McLeod and Schell Data Information Transaction processing system Human resources research subsystem Human resources intelligence subsystem Internal sources Environmental sources Input subsystems Output subsystems Users HRIS Database Recruiting subsystem Environmental reporting subsystem Compensation Subsystem Workforce management subsystem Work force planning subsystem Benefits subsystem Figure 2.7: A model of a human resource information system Source: McLeod and Schell, 2007 McLeod and Schell slightly modified the Resource-Flow HRIS Model in 2007 (Figure 2.7). The data processing sub system was named as transaction processing sub system. 56 2.5. Human resource strategy Thomas (1996) defined human resources strategy as a co-ordinated set of actions aimed at integrating an organisations culture, organisation, people and systems (Figure 2.8). He articulated human resources strategy as the cohesion and consistency of a distinctive pattern of behaviour. Its relationship to the corporate strategy determines its effectiveness and success. Figure 2.8: HR strategy Source: Thomas, 1996 IT Marketing Finance Sales Production R D Corporate strategy Human resources mission statement Human resources analysis Environmental analysis Organisation analysis Human resources planning Generation of strategic options/choices Objectives Culture Organisation People Systems Human resources functional action plan Implementation Review and evaluation HR strategy aids the organisation to achieve strategic goal in the medium to long term. It should emanate clearly from corporate business strategy aligning with organisational other plans and strategies (Figure 2.8). 57 The human resources function in todays organisation needs to think of itself as a business-operating unit, employing exactly the same marketing, technical and quantitative skills as those, which are employed, by other functions (Thomas, 1996). Figure 2.9: Human resources strategy planning Source: Thomas, 1996 HR strategic plan is influenced by four dimensions: culture, organisation, people and systems (Figure 2.9). Organisation structure, job roles and reporting lines should integrate with employee skill levels, staff prospective and management capabilities. Culture, which is key aspect of the organisational, is belief, value, norms and style. Organisation culture its measurement, monitoring and management provides the potential to enhance organisational performance (Thomas, 1996). Systems can be manual as well as computerised processes used to carry out the tasks within the organisation. Human Resources Information Systems (HRIS) or Human Resources Management Systems (HRMS) play leading role in computerised HR Systems. Therefore, HR strategy plan should not only be inline with corporative business plan but also with organisational Information Systems strategic plan. The structure job roles and reporting lines of the organisation The process by which things get done in the organisation The skill levels, staff potential and management capability of the organisation The beliefs, values, norms and style of the organisation Generation of strategic Options Choices Organisation Systems People Culture HR policies and objectives 58 2.7. Conclusion Organisations use Information Systems in all three levels of information management: strategic, tactical and operational. HRIS is one of the information systems out which transforms the role of the HR department incorporating records for employee resource, rewards, training, etc. Many studies cited HRIS benefits, such as improvements in accuracy, cost saving, timely and quick access to information through HR reports, decision-making and increased competitiveness. Lack of top management support, funds, HR knowledge of system designers and HR solutions, are the main factors keeping organisations away from HRIS. According to literature, human resource planning, recruiting, and training are less frequent users within personnel perhaps reflecting greater use of the system for routine reporting than for decision support. HRIS is classified in to two types according to their usage: à ¢Ã¢â€š ¬Ã¢â‚¬ ¢unsophisticatedà ¢Ã¢â€š ¬- and à ¢Ã¢â€š ¬Ã¢â‚¬ ¢sophisticatedà ¢Ã¢â€š ¬-. Payroll and ben efits administration, employee absence records keeping electronically are listed as à ¢Ã¢â€š ¬Ã¢â‚¬ ¢unsophisticatedà ¢Ã¢â€š ¬-. Use of IS in recruitment and selection, training and development, HR planning and performance appraisal, is classified as à ¢Ã¢â€š ¬Ã¢â‚¬ ¢sophisticatedà ¢Ã¢â€š ¬-. Many researches were curious about the integration of HRIS with other emerging technologies such as MIS, ERP, eHRà ¢Ã¢â€š ¬Ã‚ ¦etc. Due to the advent of Internet technology and the emerging concept of business intelligence HRM systems have changed to e-HRM systems. It is very hard to give a clear-cut view to distinguish eHR from HRIS since HRIS developed with most of the eHR features today. According to Alvarez-Suescun (2007), firm size or technical skills do not affect organisational sourcing decisions. The HRIS implementation sourcing decision may be influenced by previous experiences in the implementation of other systems and strategic contribution of the IS on the internal organization . According to some literature organisations gain competitive and strategic advantage if HRIS activities are undertaken internally. HRIS facilitates training and development and recruitment and section processes of the organisations. The training and development function is essential for changing behaviour and culture and reinforcing the new behaviour and culture in an organisation. 59 The training process consists of four phases. The first phase is the training needs analysis (TNA). The second phase is the design phase. The third phase is the implementation phase and the training evaluation is the final phase. HRIS mainly facilitate TNA and training evaluation phase. Succession planning which is facilitated by HRIS helps to identify key players in the organisation and develop them for future demand. Recruitment represents one of the core staffing activities that need to be planned efficiently and effectively. Pattanayak (2000) identified four sub functions: determining the nature of the job to be filled, type of personal required, sources of recruitment and selection process. HRIS facilitates all four of those sub processes using its job analysis, skill inventory and E-recruitment features. In the Sri Lankan context, literature relevant to HRIS, training and development and recruitment and selection cannot be found. Especially, how HRIS contributes to HR panning t hrough training and development and recruitment and selection is yet being studied. The systematic development of HRIS models is studied through the literature review. The first conceptual framework is the Hyde-Shafritz Model, which listed the modules as sixteen inputs and outputs presented in 1977 by Albert C. Hyde and Jay M. Shafritz. The Simon Input/Data Maintenance/Output Model was submitted in 1983 by Sidney H. Simon. It represented HRIS in terms of input, maintenance, and output functions. The Manzini-Gridley Hardware Network Model was presented in 1986 by Andrew Manzini and John D. Gridley. They viewed the HRIS in terms of interfaces with a corporate human resources database. The Fisher, Schoenfeldt, and Shaw Application Modules presented in 1990 by Cynthia D. Fisher, Lyle Schoenfeldt, and James B. Shaw identifying nine major application areas of the HRIS. The most recent and comprehensive model was a resource-flow HRIS model, which was presented by HRSP (Human Resource Syste ms Professionals) and McLeod and Anctis in 1995. Same model was presented with some miner changes by McLeod and Schell in 2007. This was more advanced than earlier models. There was some amount of focus to embed artific

The Zodiac Signs and Human Behavior Essay -- essays research papers

The Zodiac Signs and Human Behavior My belief is that the nature of our behavior is based on astronomy; hence the reason that people who share the same zodiac sign have very similar characteristics, and sometimes a combination of people with certain zodiac signs cannot get along or are very compatible. Sometimes I can tell from a person’s sign because of their behavior, and likes and dislikes. Learning more about astrology and the zodiac signs helps us to understand people and their actions. Many argue that it is coincidence, but the odds are too high to be that. It was not up until 200 years ago that people started identifying their zodiac sign with the position of the Sun. So when a person is asked what is his or sign, the Sun was passing through on the day that person was born. This can be demonstrated on a birth chart. Our birth charts are special "sky maps" which reflect the quality of the exact moment we drew our first breath. With that first breath, we each began our own incredible hero's journey through life on planet Earth. The birth positions of the Sun, the Moon, Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto all play their own unique symbolic roles as messengers and ambassadors of the universe. The argument is that some people question why the description of the sign does not fit them. The answer is that there are three parts to the birth chart: the sun, the moon, and the ascendant. The sun (fast) travels through all 12 zodiac signs during the course of approximately a year. The moon (faster) travels through all 12 zodiac signs during the course of approximately a month, and the ascendant (fastest): travels through all 12 zodiac signs during the course of a 24 hour day. Also, a birth chart and interpretation or either a horoscope and compatibility report cannot be accurate for everyone born under a specific zodiac sign unless the astrologer has accurate information about the time of birth, date of birth and place of birth. Sometimes the time is not known and an astrologer will use 12:01 P.M. which, while not as accurate as it should be, will put one as close to the target as possible. Without this information everything one reads about one’s sign anywhere will be gen eralized information. Cancer, for example, is located in the astrological element of Water. Of the four astrological elements (Fire, Earth, Air, and... ...thers in order to make your life a more happier and worthwhile journey and a system to see if a match between you and another will offer you a greater chance at happiness based on the combination of your charts. A Compatibility report or Synastry interpretation and Chart Wheel combines your chart and a mates to form a brand new entity (personality) called relationship. The sign, the rising sign and other placements, in most cases, will be different than either your chart or your mate's chart. This shows what strengths you will be able to call upon in the relationship and what weaknesses to overcome. A Birth Chart and Interpretation or either a Horoscope and compatibility report cannot be accurate for everyone born under a specific Zodiac sign unless the Astrologer has accurate information about the time of birth, date of birth and place of birth. Place of residence is important in the casting of daily Horoscopes. Sometimes the time is not known and an Astrologer will use 12:01 P.M. which, while not as accurate as it should be, will put you as close to the target as possible. Without this information everything you read about your sign anywhere will be generalized information.

Managerial Actions In Education Education Essay

IntroductionEducational direction is a field of survey and pattern which has derived from industrial and commercial direction rules. It has progressed to go a new field which is independent of industrial theoretical accounts, with its ain theoreticians and practicians who have begun to develop alternate theoretical accounts based on their observation and experience ( Bush 2006: 2 ) . However, the construct of educational direction demonstrates the multidimensional nature of theory in instruction: â€Å" Students of educational direction who turn to organizational theory for counsel in their effort to understand and pull off educational establishments will non happen a individual, universally applicable theory but a multiplicity of theoretical attacks each jealously guarded by a peculiar epistemological community † ( Ribbins 1985: 223 ) . Management is the activity of commanding and organizing the work that a company or administration does, but besides how people control and organise different state of affairss that happen in their lives or their work ( Fox 2003: 999 ) . Education is the procedure of instruction and acquisition at educational establishments, such as schools, colleges or universities ( ibid. : 501 ) . Harmonizing to the above-mentioned definitions of direction and instruction, educational direction can be defined as controlling and organizing the work that an educational establishment does, such as school, but besides how people control and organize state of affairss that happen in instruction. Muller ( 2006: 12 ) characterises educational direction as organising, taking and developing of societal systems in instruction, in which didactical actions are implicated. By didactical actions Muller ( 2006: 13 ) means the action of instruction, but besides puting and qualifying demands for educational procedu re every bit good as making an educational model of an educational establishment. For Schuster-Lang et Al. ( 2008: 7 ) educational direction is the leading, administration and disposal of an educational establishment. Similar to Muller ( 2006: 14 ) , the writers distinguish between direction of educational establishments and direction of educational procedures within managerial actions in instruction. Management of educational establishments concerns itself with institutional rules and purposes every bit good as methods of making those purposes ( Schuster-Lang et al. 2008: 7-9 ) . Muller ( 2006: 15-16 ) , moreover, classifies the managerial procedures under taking, nucleus and support procedures which comprise leading and disposal of an establishment with respect to general organising, planning and plan coevals every bit good as puting the construct or mission of the establishment and staffing. Puting the construct or mission within the direction of educational establishment is, harmonizing to Muller ( 2006 ) , the cardinal facet of direction of educational procedure. Demand analysis defines the school course of study every bit good as educational purposes which are reached with planned course of study, activities and scrutinies. Harmonizing to Muller ‘s ( 2006 ) lineation, the execution of didactical and methodical actions and all other procedures which guarantee the prolongation of imparted cognition are preceded by ratings and course of study alterations ( see Fig. 1 ) . Fig. 1: Management of educational procedure Beginning: Muller 2006: 20 ( ain interlingual rendition ) Mentioning to Gruner ( 2000 ) , Schuster-Lang et Al. ( 2008 ) name the constituents of direction of educational procedure. Similar to Muller ( 2006 ) demand analysis is the foundation for educational planning which defines the educational content ( course of study and course of study[ 1 ]) and methods of execution. Furthermore, the didactical actions and methods of content execution are to be evaluated ( see Fig. 2 ) . Fig. 2: Components of direction of educational procedure Beginning: Schuster-Lang at Al. 2008: 9 and Gruner 2000: 83 ( ain interlingual rendition ) Gruner ( 2000 ) , Schuster-Lang at Al. ( 2008 ) every bit good as Muller ( 2006 ) point out the importance of rating which is related to demand analysis and making purposes. Evaluation and content alteration can act upon the didactical and methodical schemes, make up one's minding on making educational purposes defined by the construct or mission which are created within the procedure of direction of an educational establishment. Franz Decker ( 1995: 33 ) describes educational direction as the activity of organizing and commanding of personal, operational, societal, cultural and organizational procedures with respect to acquisition, measure uping and developing. Decker ( 1995: 17 ) provinces that the organising and controlling of educational state of affairss and procedures is the first range of managerial actions in educational direction, which consists of learning and larning state of affairss in which the director or instructor severally has to make up one's mind the instruction content and the methods of execution ( ibid. : 33-34 ) . The 2nd range of managerial actions is be aftering, organizing and commanding, with respect to disposal of an educational establishment ( ibid. : 35 ) . Pedagogical leading is the 3rd range of managerial actions in educational direction. This range involves teaching every bit good as organizing and commanding of learning and communicating procedures in an educational establis hment ( ibid. : 223 ) , and refers to educational leading sing pupils, employees and educational establishment itself ( ibid. : 225 ) .Significance of communicating in educational directionIn â€Å" Theories of Educational Management † Tony Bush ( 2006: 2 ) claims: â€Å" The construct of direction convergences with two similar footings, leading and disposal †[ 2 ]. Bush ( 2006: 1 ) argues, nevertheless, that â€Å" educational direction has to be centrally concerned with the intent or purposes of instruction † . He distinguishes between leading and direction, but he clearly states that â€Å" both need to be given equal prominence if educational establishments are to run efficaciously and accomplish their aims † ( ibid. : 2 ) . Another differentiation is presented by Dimmock ( 1999: 442 ) . He differentiates between educational direction which is everyday care of present operations, between leading in instruction ( higher order undertakings ) designed to better staff, pupil and school public presentation, every bit good as between disposal of an educational establishment ( lower order responsibilities ) . Specifying direction and leading Cuban ( 1998: twenty ) states: â€Å" By leading, I mean act uponing others actions in accomplishing desirable terminals. Managing is keeping expeditiously and efficaciously current organizational agreements. I prize both pull offing and taking and attach no particular value to either since different scenes and times call for varied responses † . Even though the above-presented theories differ from each other in footings of perceptual experience of educational direction with respect to direction, leading and disposal and besides with respect to direction of educational establishment and educational procedure, their theoreticians point out the importance of interaction, communicating and cooperation within those Fieldss ( Bush 2006: 2 ) . Harmonizing to Decker ( 1995: 306 ) communicating is present in all Scopess of managerial actions within educational direction and contributes to successful direction and leading. Furthermore, Muller ( 2006 ) argues that direction of educational establishments defines the direction of educational procedure and points to the presence and importance of communicating within educational direction. Therefore, communicating within different managerial actions in instruction can be seen as the merger factor within educational direction which assures a successful operation of an educational establish ment with respect to both, direction of educational procedure every bit good as direction of educational establishment.Importance of intercultural communicating in instructionSignificance of intercultural accomplishments and competenciesThe thought of intercultural communicating consists of two different constructs: communicating and civilization. Lustig and Koestner ( 1996: 29 ) define communicating as â€Å" a symbolic procedure in which people create shared significances † . Words, actions or objects are symbols which represent ways of perceptual experience, ideas or feelings, which are significances. Meanings are created, experient and communicated by persons and demand to be interpreted as messages. Messages which consist of symbols are used to make shared significances ( ibid. ) . The purpose of communicating is, harmonizing to Hoopes and Pusch ( 1979: 4 ) , to reassign the message with every bit small loss of intending as possible. Hall ( 1959: 186 ) argues, moreover, that civilization is communicating, and that communicating is civilization. The noun â€Å" civilization † has its beginnings in Latin and it had been already used by Roman stoic philosophers with respect to cultivation of head, manners and gustatory sensation ( A?erny 2004 ) . Culture, harmonizing to Hoopes and Pusch ( 1979: 3 ) , is the sum sum of â€Å" ways of life † which a group of people has developed to guarantee its endurance in a peculiar physical and human environment. With â€Å" ways of life † they mean values, beliefs, forms of thought and behavioral norms every bit good as lingual looks and manners of communicating. The above-mentioned definitions of communicating and civilization define intercultural communicating as a communicating procedure between people of different cultural backgrounds including non-verbal every bit good as verbal communicating among persons or between societal, political or economic entities in different civilizations, including educational establishments ( ibid. : 1979: 6 ) . It can non be denied that we live in a multicultural universe which deals with its ain irreversible diverseness and pluralism. Globalisation and migration every bit good as political and cultural cooperation and integrating are giving rise to a fast turning demand for people who are able to get by with a culturally diverse universe and with cultural diverse state ( Hoopes & A ; Pusch, 1979: seven ) . Multicultural world requires sensitiveness and cognition of how other people may believe and move, but besides in-depth apprehension of cultural issues, such as consciousness of cultural diverseness and communicating across civilizations. Furthermore, the migration of persons and groups within different cultural environments has increased the importance of acquisition of intercultural accomplishments and competencies which are a necessity for everyone ‘s maximal effectual operation ( Wasielewski & A ; Seelye 1979: 63 ) . In order to suit diverseness, Jacob ( 2003: 19 ) argues that effectual intercultural competency should be acquired. With effectual intercultural competency she means relevant accomplishments such as cultural consciousness and cultural sensitiveness. Those accomplishments prevent miscommunication and misinterpretations every bit good as aid to avoid errors in ethnically and nationally varied environments. Lack of cognition of another civilization can take to misinterpretations in communicating, which may confound or even pique the people we wish to pass on with. Furthermore, Kotthoff and Spencer-Oatey ( 2007: 3-4 ) argue, that intercultural communicating addresses a wider scope of jobs happening in the modern universe. They name non merely misinterpretations and struggles, which come into being because of miscommunication, but besides favoritism and individuality perceptual experience. The aim of intercultural communicating is to happen solutions to those jobs.Role of educational esta blishments in go throughing on intercultural accomplishmentsEver since the modern universe has become a â€Å" planetary small town † intercultural communicating started to play a important function within many different sectors of life, besides in instruction. Persons who participate in communicating across civilizations have been educated in schools which have inculcated them with the common linguistic communication every bit good as cognition, behavior forms and norms but besides with apprehension of civilization which is indispensable for life in the society. Scherr ( 2007: 303 ) provinces that educational establishments can utilize intercultural research and pedagogical theory to confront the undertaking of developing esthesia to signifiers of favoritism and get the better of both, racism and favoritism which occur in the multilingual and multicultural local and planetary environments, besides in schools. In order to cognize how to get by and cover with stereotypes and b ias, an appropriate signifier of instruction should affect non merely acknowledging of cultural differences ( ibid. : 317 ) , but stress intercultural accomplishments and competencies ( ibid. : 313 ) . Scherr ( 2007: 303 ) claims: â€Å" Schooling therefore is based, for one, on premises about the cognition and accomplishments necessary to run into the demands of industry and political life † . The acquisition of intercultural accomplishments is necessary for everyone ‘s maximal effectual operation in the globalized universe ( Wasielewski and Seelye 1979: 63 ) . Schools in peculiar can learn how to suit diverseness because they are societal and educational establishments with the aim to fix persons for successful interaction, communicating and cooperation with representatives of diverse cultural backgrounds in local and planetary environments. In order to run into the demands of industry and political life, schools can manus over the apprehension of diverse â€Å" ways of life † with the aim to fix pupils for successful confrontation with multicultural and multilingual world. Intercultural communicating can be integrated into school course of study and learning methodological analysis every bit good as school operation and disposal ( Friesen 1972: 177 ) . By and large talking, the facets of intercultural communicating every bit good as intercultural accomplishm ents and competencies are of import and can and should be implemented and integrated in instruction and its direction.Intercultural instructionPurposes and intents of an intercultural course of studyCurriculum in intercultural instructionIn order to manus over intercultural accomplishments and competencies a new activity in instruction has come into being: intercultural instruction. This educational activity fosters the apprehension of the nature and civilization, and purposes for pupils to see the universe from other positions than one ‘s ain ( Hoopes & A ; Pusch 1979: 6 ) . Its aim is to fit pupils with better apprehension of civilization and its effects on persons and groups ( ibid. : seven ) every bit good as to do them aware that cultural plurality influences a positive co-existing of different civilizations and helps to happen solutions to cultural struggles and misinterpretations ( Niedersachsisches Kultusministerium 2000: 27 ) . The Irish National Council for Curriculu m and Assessment ( NCCA 2006: 14 ) argues that if â€Å" the primary purpose of instruction is the readying of immature people for the challenges of life in the universe today so intercultural instruction is an indispensable portion of that procedure. Intercultural instruction is non another topic to be added to the course of study, nor does it affect excess stuff to be covered in peculiar topics † . Educational aims inform the course of study. On the other manus, the course of study defines which accomplishments are to be handed over to pupils in schools. Wasielewski and Seelye ( 1979: 64 ) claim that the school course of study already holds the greatest and most easy implementable possibilities for extract of intercultural facets in the direction of educational procedure. Furthermore, NCCA ( 2006: 50 ) provinces that the content of intercultural course of study is compatible with the purposes and intents of school course of study. As such, intercultural course of study is relevant to all learning countries in which the integrating of intercultural content across the school course of study provides the pupil with a more consistent and richer acquisition experience ( ibid. ) .Aims of an intercultural course of studyOne of the aims of an intercultural course of study is, harmonizing to Patricia Daniel ( 2002 ) , to fit pupils with better apprehension of linguistic communications a nd civilizations every bit good as history of their closest environment and of the universe. In order to admit diverseness and value difference, Daniel ( 2002 ) claims that pupils should be encouraged to larn and utilize foreign linguistic communications. This of import intercultural attack Teachs pupils how to populate with harmoniousness and regard within a multi-ethnic, transnational and multilingual society and reflects the purposes and intents of an intercultural course of study. Promotion of equal chances and outlooks between work forces and adult females every bit good as apprehension of gender dealingss and other facets of power are farther accomplishments and competencies which, harmonizing to Daniel ( 2002 ) , are to be included to the intercultural school course of study. In order to back up execution and integrating of intercultural instruction, NCCA ( 2006 ) created a usher. It outlines five subjects or facets severally in context of which the aims of school course of study are presented in the spirit of intercultural instruction ( ibid. : 50 ) . â€Å" Identity and belonging † is the first subject harmonizing to which pupils develop a positive sense of ego as an person, as a member of a cultural or cultural group, and as a member of an intercultural society ( ibid. : 53 ) . Second subject, â€Å" Similarity and difference † , has the aim to develop the ability to compare and contrast different sentiments and positions every bit good as to critically analyze stereotyped representations of different societal and cultural groups ( ibid. : 55 ) . â€Å" Human rights and duties † is the following subject named by NCCA ( 2006: 57 ) in which pupils learn how to use human rights constructs and criterions to local and planetary state of affairss which occur in mundane life. Whereas intercultural accomplishments promote equality, the undertaking of the subject â€Å" Discrimination and equality † , is to manus over the values of empathy with those who are discriminated every bit good as the ability to do informed and balanced opinions and besides to dispute favoritism ( ibid. : 59 ) . The last subject is â€Å" Conflict and struggle declaration † . Its purpose is to fit pupils with the ability to listen with empathy and prosecute with people from a assortment of backgrounds and positions, but besides to advance open-mindedness every bit good as committedness to larning from the places of others ( ibid. 61 ) . However, NCCA ( 2006: 50 ) argues that above-presented subjects â€Å" are overlapping and meshing but they are non separate organic structures of cognition † . Intercultural instruction â€Å" is an attack to education that can be integrated across all capable countries † ( ibid. : 14 ) . Intercultural accomplishments and competencies defined within the entirety of content and aims to be reached within an intercultural educational procedure are of import for effectual operation of persons in our world and educational environment in general. Intercultural course of study can be applied to all lessons and topics. Harmonizing to Hilliard ( 1975 ) â€Å" Every school topic, if taught truthfully and realistically, requires a plural cultural position. Science, literature, the behavioral scientific disciplines, all must be freed from the monocultural ethnocentric focal point that characterizes most standard class work † ( quoted in Wasilewski and Seelye 1979: 64 ) .Con tent of an intercultural course of studyAn intercultural course of studySyllabus refers to the content or capable affair of an single topic ( White 1988: 4 ) . In intercultural context, it identifies a scope of intercultural facets within capable countries which deal with individuality and belonging, similarity and difference, human rights and duties, favoritism and equality, every bit good as struggle and struggle declaration. In other words, the course of study is included in the course of study and outlines the topics in which the course of study is presented and represents the content of an single class and specifies how this content is graded and sequenced. Therefore, the aim of the school course of study is to utilize diverse topics to go through on to pupils the accomplishments and competencies defined in the school course of study, or in this instance in the intercultural course of study. NCCA ( 2006: 62 ) clearly states that â€Å" all capable countries contain chances for prosecuting in intercultural instruction † . The content of intercultural course of study subsumes diverse topics across the school course of study informed by the aims of intercultural instruction.Intercultural competencies in assorted topicsWasilewski and Seelye ( 1979: 67 ) claim that linguistic communication can function as the nucleus course of study of an intercultural school: â€Å" Language is, of class the major sender of civilization. Learning the civilization of a linguistic communication is indispensable for eloquence † . Language acquisition is cardinal for the development of cognitive abilities, and of emotional and inventive capacities. Harmonizing to the United Nations Educational, Scientific and Cultural Organisation ( UNESCO 2006: 13 ) lingual competencies are cardinal for the authorization of the person in plural societies. Promoting other civilizations and promoting openness to diverseness can be reached, for case, with interpretation of culturally different texts, movies etc. , within a linguistic communication category in which pupils are enabled to sympathize with the experience and point of position of others. Furthermore, the pupils are provided with chances to show and react to differing sentiments, readings and thoughts, thereby broadening their societal and cultural experiences while developing accomplishments in hearing, speech production, reading and composing. With regard to all linguistic communication usage, pupils are helped to recognize bias and stereotyping, and thereby develop a critical consciousness ( NCCA 2005: 65 ) . Foreign languages course of study contains specific mentions to the importance of civilization and all cultural facets. The purpose of modern linguistic communication categories is to derive the ability to pass on intercultural and hence to give pupils an consciousness of another civilization and a more nonsubjective position on facets of their ain civilization ( Niedersachsisches Kultusministerium 2000: 84 ) . Another purpose of a modern linguistic communication category is to fit pupils with a wide familiarity with the cultural, societal and political elaborateness of the states in which the mark linguistic communication is a normal medium of communicating and, moreover, to assist raise their consciousness of cultural, societal and political diverseness in general ( NCCA 2006: 70 ) . Learning of a modern linguistic communication and its literature sensitises pupils to cultural diverseness with the state or states of the mark linguistic communication, and besides allows them to rese arch values and attitudes of a diverse civilizations. Language is non approached merely as the survey of linguistic communication as a tool of communicating or even as the survey of a organic structure of literature: it is instead seen as an geographic expedition of a whole universe and its cultural diverseness ( ibid. ) . Kazimiera Myczko ( 2005: 29-30 ) states that the chief purpose of intercultural course of study with respect to modern linguistic communication and literature categories is to enable pupils to pass on across different civilizations and develop interpersonal accomplishments which help to keep dealingss with representatives of different civilizations. Furthermore, she argues that pupils should be given information ( e.g. literature, images, etc. ) with respect to different facets of world, society every bit good as history of the state or civilization of the mark linguistic communication. Those didactical actions give the chance to develop a certain class of tolerance, empathy and the ability to detect, compare, pull decisions from ain point of position. However, at the same clip it develops open-mindedness to representatives of different civilizations every bit good as apprehension of their mentality and manner of covering. The above-mentioned intercultural accomplishments and compete ncies, which are handed over within the modern linguistic communication and literature categories are, harmonizing to Myczko ( 2005: 31 ) , indispensible in order to last in the complex world of the modern, multicultural and multilingual universe. Intercultural course of study can be besides imparted within the topic of mathematics. Mathematics is considered to be the lone universe linguistic communication ( Wasilewski and Seelye 1979: 65 ) and can be presented with picks and chances for advancing of an intercultural position. Mathematicss can be an of import tool in intercultural instruction because of the accomplishments it develops, e.g. : problem-solving accomplishments every bit good as the ability to analyze and pull reasoned decisions ( NCCA 2006: 69 ) . Furthermore, the constructs of equality and inequality, cardinal to instruction in intercultural context, are besides extremely of import to mathematics. Through the appropriate usage of illustrations and images, such as form and infinite, or steps and Numberss, the normalcy of diverseness in the universe in geometric representations, in signifiers of measuring and in figure systems can be highlighted and valued. This provides an intercultural context for the acknowledg ment and jubilation of a diverseness of cultural traditions and their part to the international society ( ibid. 2005: 81 ) . History every bit good as political, societal and spiritual instruction, similar to mathematics, is a capable country which can be used in intercultural instruction in order to manus over intercultural accomplishments and competencies. History provides chances for the development of empathy with other people and a better apprehension of past and current societal and political interactions and events. The acknowledgment that the topic of history is concerned with different ways in which past events can be understood provides a possibility for pupils to research assorted positions of political, societal and spiritual attitudes ( ibid. : 82 ) . Furthermore, similar to political, societal and spiritual instruction, history provides pupils with chances to reflect on historical, political and societal grounds, every bit good as recognise and challenge stereotypes ( ibid. 2006: 68 ) . The ability to sympathize with a different position enhances the apprehension of history, political and soc ietal scientific disciplines every bit good as divinity in general. The thought of diverseness, which is cardinal to intercultural communicating, is besides cardinal to the survey of geographics. By researching and analyzing diverse environments, every bit good as lives of people who represent those environments, pupils can acquire to cognize the profusion of assorted cultural, cultural, societal and spiritual backgrounds and hence value transnational and multilingual part to local and planetary environments. The chances for the development of accomplishments of geographic expedition, cardinal to communication across civilizations and besides to geography, develop empathy with representatives of diverse environments every bit good as apprehension and grasp of the assortment of environmental conditions worldwide. This cardinal purpose of Geography and intercultural communicating gives the chance to research the normalcy of diverseness throughout the universe. All these constructs are relevant to intercultural instruction and supply adequate chances fo r look intoing issues of equity, justness and mutuality ( NCCA 2005: 83, 2006: 66-67 ) . The development of pupil ‘s capacity to show thoughts, feelings and experiences as an person and in coaction with others can be reached within the capable countries of Humanistic disciplines and Crafts, Music and Drama. In intercultural context, the purpose of above-mentioned topics is to advance empathy with thoughts, attitudes and feelings of others but besides to promote and value self-esteem and self-confidence through self-expression and engagement in assorted artistic public presentations ( ibid. 2005: 83-85 ) . The combination of production and contemplation, which are cardinal constituents of Humanistic disciplines and Crafts, Music and Drama, make an indispensable part to the development of an intercultural attitude and apprehension of diverseness ( Niedersachsisches Kultusministerium 2000: 131 ) . Acquaintance with diverse kinds of art besides contributes to understanding of assorted cultural phenomena and diverseness of cultural positions in the universe. All above-presented capable countries create legion options which can be used in order to manus over intercultural competencies. Even though different topics trade with diverse subjects they are all meshing with each other ( NCCA 2006: 60 ) . Historical issues, for case, are present in most of the topics and can leave the cognition of history of local and planetary linguistic communications, literature, civilization, mathematics, political relations, faith every bit good as humanistic disciplines and music. In order to manus over intercultural accomplishments and competences no excess stuff has to be involved. The capable countries can utilize their ain content, stressing the context of intercultural communicating every bit good as its importance within peculiar topic. Daniel ( 2000 ) and Lawton ( 1975: 48 ) argue, nevertheless, that the of import intercultural instruction takes topographic point non merely by agencies of lessons and topics. Intercultural instruction involves all sch ool environments.Making intercultural acquisition infinitesAn intercultural schoolroomThe cardinal rules of intercultural instruction are neither restricted by the course of study nor confined to a individual course of study country. Intercultural instruction is embedded in the patterns and temperaments that inform both, the school course of study and the course of study, but besides the schoolroom environment ( NCCA 2006: 38 ) . An intercultural schoolroom is characterised by a learning infinite that reflects and shows pride in the cultural and linguistic communication diverseness ( ibid. ) . An intercultural acquisition infinite should supply a support for a positive self-image of all pupils every bit good as reenforcing the normalcy of diverseness for all, pupils and instructors likewise. The cardinal issues involved in planning of the schoolroom in the spirit of intercultural communicating should concentrate on stand foring diverseness in a positive manner, but besides on stand foring diverseness as a normal portion of human being in mundane life in a local and planetary context ( ibid. ) . In order to suit diverseness in the schoolroom, schoolroom shows can be seen as an of import tool of intercultural instruction. On one manus, an intercultural show can be drawn from a scope of cultural traditions and show, for case, cultural influenced graphics, including the pupils ‘ ain work. On the other manus, an intercultural category show could demo images of representatives of diverse cultural and cultural backgrounds, but besides of people of different age, gender, and societal category who have contributed to different learning countries ( ibid. ) . An intercultural schoolroom show can assist to construct an consciousness of one ‘s ain cultural heritage, but besides to construct understanding that no civilization is per se superior to another, whereas all have contributed to instruction every bit good as societal, political, cultural and scientific development in planetary context at all points. Furthermore, intercultural schoolroom can play a important function in furthering apprehension and credence of many different civilizations every bit good as one ‘s ain, but besides encouraging seeing different civilizations as a beginning of larning. An intercultural schoolroom ought to go a â€Å" concealed tool † for go throughing on intercultural accomplishments and competencies ; for accepting and normalizing cultural diverseness in mundane life. NCCA ( 2006: 108 ) claims that instructors are non merely instructors of one or two topics in peculiar, but they all are linguistic communication instructors and their schoolrooms are linguistic communication schoolrooms. Whereas linguistic communication is the major sender of civilization ( Wasilewski and Seelye 1979: 67 ) and is one of the most cosmopolitan and diverse signifiers of look of issues of individuality, memory and transmittal of cognition ( UNESCO 2006: 13 ) , presence of multilingualism in the schoolroom is an of import facet in making intercultural acquisition infinites and passing over intercultural accomplishments and competencies. Therefore, the most of import thing that instructors can make for pupils is to show a positive attitude towards linguistic communication and civilization every bit good as demonstrate lingual and cultural diverseness in a positive manner ( NCCA 2005: 44 ) . This can happen with respect to both, linguistic communications which are planned in the school course of study, every bit good as linguistic communications represented by cultural bulks and minorities which participate in mundane school life. Presence of multilingualism in the schoolroom environment every bit good as in the school environment in general encourages pupils to accept assorted linguistic communications and civilizations and to esteem diverseness in a local, national every bit good as international context. Furthermore, pupils who learn in multilingual environments are enabled to take the fullest advantage of their ain educational chance. On one manus, they learn to value their ain linguistic communication and civilization, and on the other manus, they become thoroughly proficient and skilled in another linguistic communication and cognize how to cover with representatives of other civilizations and how to esteem assorted attitudes which differ from their ain. A multilingual, intercultural schoolroom, which makes a full usage of intercultural instruction and multilingualism, can be seen as a methodological attack which ensures the prolongation of imparted accomplishments and competencies within an intercultura l educational content. Student ‘s individuality and cultural sensitiveness, which are cardinal accomplishments acquired in an intercultural educational procedure, can be developed in an indirect manner utilizing the schoolroom as a â€Å" concealed tool † of intercultural communicating and instruction severally.Co-curricular activities in an intercultural contextâ€Å" Intercultural instruction extends beyond a narrow focal point on the content of schoolroom instruction † ( NCCA 2006: 22 ) . Co-curricular activities, particularly school trips, jaunts and exchange plans, play a important function in passing over intercultural accomplishments and competencies. Contacts with representatives of diverse states, civilizations and linguistic communications every bit good as international exchange have increased during recent old ages in life and besides in instruction. Whereas intercultural instruction requires a existent universe focal point ( NCCA 2005: 20 ) , coopera tion with foreign educational establishments, particularly with schools from abroad, is important in order to manus over intercultural accomplishments for both, pupils and instructors likewise. Such cooperation creates an reliable intercultural larning infinite with the aim to get relevant intercultural accomplishments such as cultural consciousness and cultural sensitiveness. An reliable intercultural environment makes all scholars aware that their ain cognition and experience is the first measure for geting new or different apprehension: â€Å" Intrapersonal ( self-understanding ) and interpersonal ( understanding of relationships with others ) accomplishments are indispensable for personal, societal and educational fulfillment † ( NCCA 2006: 16 ) . Furthermore, international co-curricular activities give the chance to take part in assorted undertakings every bit good as interact, communicate and cooperate with representatives of diverse civilizations and possible to unders tand the position of the spouse. International cooperation creates vivid larning infinites for geting of intercultural accomplishments ( Niedersachsisches Kultusministerium 2000: 168 ) . Pleasure in interaction with others, empathy with representatives of diverse civilizations, lingual proficiency in foreign linguistic communications, ability to cover with cultural struggles and misinterpretations, confidence and ain cultural consciousness – all above-mentioned intercultural accomplishments can be trained during corsets abroad or visits from abroad, provided within international school trips, jaunts and exchange programmes. Both, host and visiting pupils and instructors likewise, benefit from contacts with representatives of different civilizations. Apart from larning the linguistic communication of the host or visiting state, they experience a different civilization and environment ; they develop an consciousness and apprehension of people from different cultural backgrounds and can lend to a general cultura l apprehension, with respect to suiting diverseness every bit good as get the better ofing stereotypes, bias, racism and favoritism. Skills acquired with respect to international school cooperation contribute to successful communicating across civilizations and learn how to forestall misinterpretations every bit good as aid to avoid errors in cultural varied environments. Co-curricular activities such as school trips, jaunts and exchange plans should be seen as reliable, classroom-independent methodological attack which ensures the prolongation and development of imparted intercultural accomplishments and competencies in reliable multilingual and multicultural environments in which all participants communicate across civilizations.Intercultural modelMaking an intercultural missionAn intercultural school missionAspects of intercultural communicating can be implemented and integrated non merely in direction of educational procedure, but besides in farther Scopess of educational direct ion. Management of educational procedure is defined within direction of educational establishment. Intercultural school mission which is the cardinal facet of direction of intercultural educational procedure ( Muller 2006: 20 ) is cardinal for the intercultural school model. All schools have a defined construct and a sense of mission. The mission statement reflects the purposes of an educational establishment as school community and encapsulates its aspirations and outlooks. Aspects of intercultural communicating which can be implemented and integrated in educational direction extend far beyond the content of school course of study and course of study, but besides far beyond the content of intercultural larning infinites in general. While explicating an intercultural mission of an educational establishment, facets of intercultural communicating every bit good as rules of intercultural instruction should be seen as cardinal guidelines ( NCCA 2006: 26 ) . The intercultural mission of an educational establishment should be incorporated into the school environment in general, with respect to the educational content every bit good as societal, personal and structural facets of an intercultural educational establishment.Principles of an intercultural schoolAspects of intercultural communicating and instruction severally should be integrated within the general life of school, with respect to school educational program every bit good as school operation. Intercultural rules should turn to all members of the school community ( NCCA 2005: 20 ) and mention to all, pupils and instructors likewise, irrespective of skin coloring material, ethnicity, nationality, faith and linguistic communication, esteeming the cultural individuality of all ( UNESCO 2006: 32 ) . Both, pupils and instructors should be seen as portion and package of an intercultural school environment ; as scholars who get intercultural accomplishments and competencies ( Niedersachsisches Kultusministerium 20 00:26 ) in the schoolroom, within co-curricular activities, but besides in mundane school life. Cultural consciousness and sensitiveness every bit good as wonder about cultural and societal difference should be encouraged in all Scopess of school environment. In order to develop sensitiveness to diverseness, difference should be presented as a normal portion of every twenty-four hours school life. Development of critical thought by enabling people to derive position on and oppugn their ain civilization should be cardinal to the educational establishment and its community ( NCCA 2006: 15 ) . A school model that accommodates rules of intercultural communicating, rules of equality, diverseness and publicity of a positive self-concept and personal well-being for each person can successfully guarantee that a supportive environment is created in which the peculiar personal, societal and educational demands of all, pupils and instructors likewise, irrespective of their societal, cultural, lingual and spiritual backgrounds are met.Guaranting an intercultural working environmentSignificance of the school communityOne of the implicit in rules of successful school development planning is, harmonizing to NCCA ( 2006: 22 ) â€Å" good communicating between all members of the school community † . It is of import that all members of the school community, pupils, parents, instructors and decision makers likewise, are involved in the corporate duty of developing and keeping an intercultural school environment. It is of import that everyone who participates in the general school life has the chance to show their sentiments, portion their positions every bit good as experience a sense of engagement in the procedures which occur in their educational environment. In order to make an educational establishment which follows the rules of intercultural communicating and instruction UNESCO ( 2006: 33 ) suggests that scholars, parents and other community members, instructors and decision makers from different cultural backgrounds should be involved in school direction, supervising and control, decision-making, planning and the execution of educational programmes. An intercultural school can do a full usage of its environment and community through usage of the school as a Centre for societal and cultural activities, for both educational intents and for the school community in general through engagement of traditional creative persons, performing artists and teachers from their local community ( ibid. : 34 ) . An intercultural school environment should guarantee that all who are involved in the school community, irrespective of their skin coloring material, faith, cultural group, or ability can experience at place.Intercultural instruction accomplishmentsPush et Al. ( 1979: 86 ) clearly province that no educational construct is deserving much more than instructors who preside over it. The construct of an intercultural school should, harmonizing to UNESCO ( 20 06: 37 ) , â€Å" supply all scholars with cultural cognition, attitudes and accomplishments that enable them to lend to esteem, understanding and solidarity among persons, cultural, societal, cultural and spiritual groups and states † . In order to make the purposes and rules of every intercultural educational establishment, educational environments need intercultural competent instructors who are able to supply their scholars with cultural accomplishments and competencies that enable them to suit their cultural heritage, but above all to suit cultural diverseness in a local and planetary context. Therefore, instructors who follow an intercultural course of study demand to get intercultural accomplishments and competencies in order to go through them on to their pupils. Furthermore, instructors should be given an appropriate and equal instructor preparation which incorporates rules of intercultural communicating, direction and instruction severally ( ibid. ) . Harmonizing to UNESCO ( 2006: 38 ) instructor ‘s initial instruction and lasting professional development should take at making consciousness of the positive value of cultural diverseness and of the right of the individual to be different. Furthermore, cognition of the local and planetary history every bit good as of cultural heritage should be seen as cardinal accomplishments and competencies of instructors, who educate intercultural accomplishments. Such cognition facilitates better apprehension and the ability to convey the thought of the plural, dynamic, comparative and complementary nature of civilizations ( ibid. ) . Additionally, instructors should be cognizant of the function of instruction in the battle against racism and favoritism. Therefore, the importance of open-mindedness to diverseness every bit good as cognition of more than one working linguistic communication is important for instruction realised in the spirit of intercultural communicating ( ibid. ) . An app ropriate instructor preparation should take at the application of diverseness as a tool in the schoolroom in order to profit the scholar of both, bulk and minority groups represented in the school environment ( ibid. : 36 ) . It is of import to remind ourselves that both, pupils and instructors likewise are participants in intercultural communicating procedures and both are scholars within intercultural instruction. Intercultural accomplishments defined in an educational content can be acquired by the instructors, decision makers and other pedagogues in a multilingual and multicultural schoolroom environment, but besides in other intercultural environments which guarantee the prolongation of imparted intercultural accomplishments and competencies. Therefore, cooperation with diverse educational establishments from abroad, direct contacts and regular exchanges between instructors every bit good as decision makers and other pedagogues with different states or diverse cultural environments are extremely of import for reliable interaction, communicating and cooperation beyond cultural barriers. Teacher ‘s intercultural accomplishments, which have been developed in an reliable intercultural environment, make the teacher a more reliable pedagogue, who knows which facets of intercultural communicating are to be implemented and integrated in peculiar topics, subjects or environments. This professional competency and cultural experience should be seen as foundation for successful and effectual operation of an intercultural school with respect to both, direction of educational procedure every bit good as direction of educational establishment.DecisionDiverse managerial actions in instruction are dependent from and act upon each other. Communication has to be seen, hence, as the merger factor which comprises all managerial actions with respect to direction of educational procedure every bit good as direction of an educational establishment. If educational establishments are to run successfully and efficaciously in the complex societies of the twenty-first century it can non be denied that educational direction has to implement and incorporate some facets of intercultural communicating. F urthermore, the world of the modern universe, influenced by multiculturalism and multilingualism requires that all groups and persons from diverse cultural backgrounds get intercultural accomplishments and competencies, which enable them to suit diverseness and communicate successfully across civilizations ; pass on intercultural. Therefore an educational establishment, which chief purpose is to fix persons for successful operation in globalized local and planetary environments should do a full usage of intercultural communicating with respect to educational direction. In order to fix persons for demands of the globalized universe, facets of intercultural communicating should be integrated in the general educational procedure and hold to be seen as an indispensable portion of that procedure. Intercultural instruction, which aim is to go through on intercultural accomplishments by fiting pupils with better apprehension of their ain civilization but above all of other civilizations every bit good as by promoting pupils to interact, communicate and cooperate with representative of diverse cultural backgrounds, can be easy incorporated into school course of study and can be represented in the school course of study through linguistic communication and literature, mathematics, history, political relations, faith, geographics and humanistic disciplines categories. However, intercultural instruction should widen far beyond the schoolroom instruction. Education in an intercultural context should do a full usage of multiculturalism and multilingualism in lo cal and planetary environments. Agreement of reliable and graphic acquisition infinites which enable pupils and instructors likewise to run into representatives of diverse cultural backgrounds and to understand their attitudes creates the possibility to pass on across diverse civilizations and pattern intercultural communicating. Aspects of intercultural communicating in educational direction should widen besides far beyond the direction of educational procedure. The rules of intercultural communicating can be used as cardinal guidelines in making an intercultural school model ; in direction of educational establishment. An intercultural school mission should specify general cultural, societal every bit good as educational purposes of an educational establishment and of the school as a community. All involved in the school environment should be encouraged to take part in the general school life and in puting and keeping the intercultural model of the educational establishment. School environment should be seen as an educational and societal environment which follows the rules of intercultural communicating, enables pupils to interact with representatives of diverse civilizations and nowadayss cultural diverseness as a normal portion of mundane life. Students, but above all pedagogues who prised over an interc ultural educational construct, should get relevant intercultural accomplishments and competencies in reliable multicultural and multilingual local and planetary environments. Intercultural teacher developing purposes to supply more reliable pedagogues who are able to pass on across civilizations and base on balls on relevant intercultural accomplishments and make an intercultural educational environment. In my sentiment facets of intercultural communicating are of import for instruction and hold to be implemented and integrated in educational direction. Management of educational establishment influenced with intercultural facets will make a foundation for cultural, societal and educational aims of an intercultural educational establishment which accepts and presents diverseness as a normal portion of mundane life by geting intercultural accomplishments and competencies. As I have already stated it can non be denied that facets of intercultural communicating are of great involvement for instruction. Intercultural facets are, moreover, extremely of import for effectual operation of educational establishments in the twenty-first century every bit good as for maximal effectual operation of school departers, persons. Educational establishments, such as schools, have to implement and incorporate facets of intercultural communicating in order to fit their pupils in accomplishments and compe tencies necessary to run into societal demands of multilingual and multicultural national and international environments of the modern, globalized universe.

Conventional and organic food products Essay

While conventional food products are still dominating American market, the phrase â€Å"healthy eating† is gradually gaining popularity. To supplement this new trendy belief, a wave of organic products is sweeping across this nation’s grocery stores. But do people really realize the differences between conventional and organic products as they mound their shopping carts? Do they know that the main differences between the two categories of foods actually lie in their processing procedures, advertising strategies, and product ingredients? When people look at an organic product, the first thing they are most likely to notice is its cost. Which, under normal circumstances, is remarkably higher than average products. Since people have the misconception that the word â€Å"organic† on food labels means â€Å"all natural,† they accepted this phenomenon as a necessary price to pay for a healthy life, but it merely indicates that the product is minimally processed and is preservative free. The true reason behind the intimidating price of organic product is because organic production prohibits the use of synthetic fertilizers and pesticides as well as genetic manipulation of plants. These standards require greater labor input from organic farmers to provide a purer product, and at the same time help to protect our environment. People expect a â€Å"fair price† for conventional foods, because they are well informed of its manufacturing process. Modern machinery allows factories to undergo mass-production, thus little manual labor is required. This not only leads to increments in the yield, but also lowers the overall cost of production. Though the reasonable price of conventional products is beneficial to one’s budget, chemical preservatives are used during the manufacturing process. Conventional cropping practices may also include a combination fungicide/insecticide treatment to protect the seed from soil diseases and insects, which poses potential harm to our health and environment. Since the prices of organic products are far from alluring, and at the same time tend to have less variety, organic producers advertise their products by their nutritional appeals. Ostentatious statements such as â€Å"good for  life†, or â€Å"nature’s best† are printed unsparingly on the packages; accompanied by idealized pictures of nature. TV commercials for organic products are rarely seen; if people happen to see one, they will find themselves viewing a beautiful field of crops or a lively farm with cows mooing and chickens cackling. A middle-aged man in agrarian overalls will then come along to accentuate the freshness of their products with earnest. The popular demand for conventional food generates large profit for conventional food producers, which enables them to innovate more varieties of products and to advertise their products more efficiently on TV commercials. The majority of these commercials take place away from rural settings; they are either in a nice house, a fancy restaurant, or some imaginary land. While the well-dressed actors and actresses are feasting on the food products, a confident male voice will pop up in the background to announce that their products are better than those of others. Other than well-animated TV commercials, imagery also plays a key role in packaging. The producers wrap their products up in boxes that are covered by bright colors and decorated with popular food icons to attract consumers’ attention. Messages such as â€Å"50% more volume† or â€Å"free CD inside† can also be found on packages for promotion purposes. Nutritionists are placing an unprecedented amount of emphasize on organic products, which makes people feel compelled to read the list of ingredients before buying it. That’s when the buyers will be pleasantly surprised to discover that they can actually understand the list. For instance, the ingredients of organic milk are simply: certified organic grade A milk, and Vitamin D3. This unique feature not only helps consumers to identify an organic product, but also provides a sense of security when people consume the product. When people pick up a conventional product, they glance at it to check for defects, and then toss it into the cart. It is unlikely that anyone is going to read the ingredient list closely. Not only because people are so used to the products they use, that they tend to neglect the details, but also because the ingredient list of a conventional product is nearly meaningless  to the consumers. Reading the ingredient list of a processed food is like reading data from a chemistry book; it is incomprehensible and boring. For example, a simple bottle of conventional milk can consist up to four kinds of added chemicals. Therefore, the long list of scientific components does nothing more than bewilders the customers. Even though organic foods differ from conventional foods in many aspects, study shows that there are no substantial differences between their taste and safety. Buying an organic product is more of an act of protecting the environment than promoting one’s own health. If consumers’ budget allows, they should buy more organic products, because it is a simple way of giving back to the Mother Nature, and help to preserve biological stability on earth.

How to quit your job and actually travel the world

How to quit your job and actually travel the world No matter how much you like your job, chances are you’ve spent some time daydreaming about what it would be like to walk into your boss’s office, quit on the spot, and then put all your energy into traveling and enjoying the world. But actually doing it may not be as crazy as it sounds! If the wanderlust is getting stronger than ever, then maybe you should think about how you can make this daydream happen. Let’s look at some of the first steps you can take toward becoming a professional globetrotter. Be realistic about your finances.Unfortunately, the nonstarter for many of us is that the money will run out eventually- and you really don’t want that to happen while you’re stranded halfway across the world. If you’re thinking about making your travel goals happen, make sure you have a strong savings game  and a very specific budget for your new Bohemian lifestyle. And it’s never too early to start your financial prep- start cutting ba ck on things now to help you build your travel savings account. Only set out when you have enough for your adventures  plus a hefty cushion for emergencies and easing your way back into real life once your travel adventures are over.Start hoarding vacation days.If you’re serious about quitting your job sometime in the near future, start saving up your vacation days. Most companies will pay you for unused vacation time when you leave your job. And if you have vacation time that accrues throughout the year (instead of being available all at once), plan your big resignation date for a point when you’ll have maximum time accrued. The key here is to think long-term. When you’re exploring job options, if travel is ideally in your future you should negotiate vacation time/accrual into your contract. Even if you can’t get a salary bump, an extra week of vacation could be just as valuable for your future jet-setting.Find ways to make extra cash on everyday activ ities.There are a lot of loyalty programs, credit card incentive programs, and other everyday tools that give consumers money or points back when they use a card or service. If you have access to these programs (like Ebates), take advantage of them. You should also consider getting (or using) cards with strong rewards or cash-back programs for money spent on travel or hospitality. Travel sites like Hotels.com or Expedia.com also tend to have rewards programs, awarding points that can be redeemed for more travel.Live like a local.Staying in four-star hotels around the globe sounds fantastic, but for most people it’s not terribly realistic. If you want to maximize your travel budget, look into local options for â€Å"couchsurfing† or Airbnb-type programs. However- and I can’t emphasize this enough- always do your research to make sure you’re using reputable services that have policies in place to ensure your own safety and security.If you plan financially, and think realistically about your means, a globetrotting existence can be the ultimate alternative to the workday grind. Once you start putting in the work of planning and researching your new life, you may find that it’s far more attainable than you ever thought possible!

Buddhism Attitude of Mind and the Teachings of Buddha Research Paper Example

Buddhism Attitude of Mind and the Teachings of Buddha Research Paper Example Buddhism Attitude of Mind and the Teachings of Buddha Paper Buddhism Attitude of Mind and the Teachings of Buddha Paper Both Rahula’s Buddhist Attitude of Mind and the Theravada teachings given in Rahula specify we are capable of achieving Nirvana, if one follows the Middle Path. According to the Buddha, Nirvana is the cessation of ‘thirst -is human covet leading to devotion of various kinds. Thus, the Buddhist preach and try to give up earthly desires and fixation to things that make us suffer (Rahula 109). Inthis essay I will compare the similarities such as, toleranceand wisdom between the Buddhist Attitude of Mind, and the Theravada teachings of the Buddha. First, both resources consider wisdom a key virtue. Gayatso claims, â€Å"If our love and compassion is supported by wisdom, our hearts will not shake of understanding impermanence and emptiness†( Gayatso 12). In the Four Noble Truth, according to Buddhism, â€Å"For a man to be perfect there are two qualities that he should develop equally: compassionon one side, and wisdomon the other† (Rahula 46). The similarity between two statements is highlighted by the intellectual side of wisdom, that fulfills the emptiness. One cannot exist without the other, thus, perfection cannot be achieved without wisdom, that calms the mind of useless thoughts, and equals the equality of perfection. Secondly, both Rahula’s Ten Duties of the King and the Buddhist Attitude of Mind consider tolerance a quality every human being, and kings should possess. That is why there is not a single example of persecution or the shedding of a drop of blood in converting people to Buddhism, or in its propagation. This point is well known through the Edict of Emperor Asoka, who honored and supported all other religions, by doing so ones own religion benefits and so do the other religions (Rahula 4). Compared to all other religions, Buddhists can tolerate the practices of other religious, and yet at the same time they can express their views freely regarding those practices and beliefs without harboring hatred or pre

Silver-Spotted Skipper (Epargyreus clarus)

Silver-Spotted Skipper (Epargyreus clarus) The silver-spotted skipper, Epargyreus clarus, frequents roadsides, fields, and backyard gardens throughout North America. Skippers dash quickly from flower to flower, as if they are skipping around the meadow. What Do Silver-Spotted Skippers Look Like? Chances are youve seen a silver-spotted skipper. With their brown wings and quick movement, they might not be the first butterflies youd stop to observe. Take a closer look, and youll notice bands of orange on the forewings, and a silvery patch in the center of the hindwings. The silver-spotted skipper is the largest skipper in North America, with a wingspan of 1 3/4 - 2 5/8 inches. Silver-spotted skippers have enormous eyes that appear to bulge out from the head. Epargyreus clarus also has short antennae with clubbed ends. The odd-looking caterpillar has an enlarged head capsule and a pronounced neck collar. With a deep rust or black head and two bright red eyespots in the front, the caterpillar appears quite like a cartoon alien from outer space. The larvas body is yellow-green, with thin dark lines running across its width. By some accounts, the silver-spotted skipper lays her eggs on plants near the host plant, but not on the actual host. This requires the newly hatched larva to crawl and locate its food source. Most experts seem to dispute this theory, and argue the butterfly lays directly on the host plant. How Are Silver-Spotted Skippers Classified? Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - LepidopteraFamily - HesperiidaeGenus - EpargyreusSpecies - Epagyreus clarus What Do Silver-Spotted Skippers Eat? Larvae feed on legumes, especially woody legumes. Black locust is the favorite host plant. Other host plants include honey locust, false indigo, bush clover, and tick-trefoils. Adult silver-spotted skippers nectar on many flowers, but show a clear preference for blue, red, pink, or purple varieties. They rarely visit yellow flowers. The Silver-Spotted SkippersLife Cycle Like all butterflies, the silver-spotted skipper undergoes four stages during its life cycle, a complete metamorphosis. The generations per year vary by region, with southern populations having the most broods. Egg - Green, dome-shaped eggs are laid singly on upper side of leaves.Larva - The caterpillar has a large brown head, with red eyespots at the front. The body is a yellow-green color.Pupa - These skippers overwinter in the chrysalis, hidden in rolled leaf litter.Adult - Adults emerge in spring. Males perch on tall weeds or branches, watching for females. They also patrol for potential mates. Special Adaptations and Defenses ofSilver-Spotted Skippers At night, or when the daytime weather prohibits flight, silver-spotted skippers hang upside down under leaves. Caterpillars build themselves tiny shelters using carefully cut pieces of leaves. As they grow, they abandon their old homes and build larger ones by joining leaves with silk. Where DoSilver-Spotted Skippers Live? Open parks, fields, gardens, and meadows, and where larval food plants are available. In North America, the silver-spotted skipper is common from Mexico to southern Canada, with the exception of the Great Basin region and western Texas. Worldwide reports include sightings in parts of Europe, Asia, and Australia. Sources: Silver-spotted Skipper, Butterflies and Moths of North AmericaSilver-spotted Skipper, Massachusetts Audubon - Butterfly Atlas

Comparison of the four bric emerging markets. Brazil, Russia, India Assignment

Comparison of the four bric emerging markets. Brazil, Russia, India and China - Assignment Example Emerging markets are indeed becoming points of focal call for most global expansion agenda for various multinational companies. This is largely due to the potentials that each of them uniquely possess. A major component of emerging markets is the four BRIC emerging markets represented by Brazil, Russia, India and China. This paper identifies the unique properties of each of the markets and makes a conclusion on the two most viable for any investor seeking to undertake massive business expansion to an emerging market. Coincidentally, each of the four BRIC countries is heavily populated with population running beyond 100 million people. However, for Brazil, it is not just a matter of heavy population but a highly strategic population concentration that serves as major advantage for investors. In the first place, Insch & Steensma (2006) admires the kind of population concentration in Southeastern and Northeastern regions, which are made up 79.8 million inhabitants and 53.5 million inhab itants respectively. Because of the population concentration, most of the vibrant economic activities take place in these two regions. For new entrants, the advantage this offers is that proximity will not be a challenge. Distribution channel also becomes more focused and less expensive. What is more, the population in the two economic regions has a near 100% literacy, which means that skilled labour is abundant in Brazil (Khanna, Pallepu & Sinha, 2005). All in all, cost of starting business in Brazil is cheaper because several expenses such as transportation, distribution, and labour are cut down significantly with government supporting with several trade incentives. The greatest strength of Russia among the four BRIC countries is that the country is made up of a highly diverse economic drive. What this means is that the concentration of the country, in terms of trade and economics is not focused on only few sectors (Goldman, 2007). In comparison to Brazil where tourism and agricul ture seem to dominate in the trade and economic aspects, Russia boasts of highly active trade economization in sectors including agriculture, energy, transport, science and technology, and space exploration. This situation creates as readily adaptable business environment for almost every kind of business. The disadvantage that this may carry however has to do with the fact that there is very high competition for new entrants, who demand extra strategy to cope in the economic environment. In the absence of this, Russia practices a free education system, which has for years helped in boasting the human capital of the country and that of industries. Just like Brazil, Russia has a very promising labour force, with the Indian labour force described as the world’s second largest, even though the country is overtaken by China. But the reason India’s labour force will be used for argument for the country as its major advantage to investors is the fact that this labour force i s relatively cheaper if compared to that of China. It is not surprising that India is regarded by the International Monetary Fund as having the third-largest purchasing power parity (Pelle, 2007). Because of the active nature of the labour force, India has actively been involved in both import and export, meaning that new entrants whose area of concern is in manufacturing will have no problem with the presence of raw materials the exportation of finished goods thereof. Currently, India is regarded as being the world's tenth-largest importer and the nineteenth-largest exporter (Chrystal & Lipsey, 2012). China on the other hand seem to have a part of all the advantages that each of the other countries bear. But for investors whose focus is active manufacturing that focused around science and technology, China will be the most prudent destination (Hitt & He, 2008). This is because the country has over the years taken up science and techn

Natural disaster, early warning and the role of mobile Essay

Natural disaster, early warning and the role of mobile - Essay Example e in Noah’s time which wiped out the whole world except Noah and his family; the January 24, 1556 earthquake in Shaanxi, China which snuffed the lives of 830,000 Chinese; the 1835 New York City conflagration which demolished 500 buildings; the March 18, 1925 tornadoes in Illinois, Indiana and Minnesota, USA which exterminated 689 lives; and the tidal waves cum floods that slaughtered some 900,000 lives along the Huang He River in China that fateful day in 1887 ( Hoffman 540-542), humanity absorbed all the losses with complete helplessness and came out of the trying experience traumatised but with a will to start life all over again. Today’s disasters taught humanity to respond and prepare to that moment when nature on a mad rampage delivers once again its deathly whipping that normally results to a gnashing of teeth. Today governments and the private sector or various non-government organisations exert gargantuan efforts to resist these natural catastrophes. They have l earned to formulate strategies to mitigate the destructive effects of these cataclysms. The first conceived step is the establishment of early warning systems wherein accurate, timely information about incoming disasters is gathered and relayed to specific agencies designed to With early warning systems, the menacing effects of these catastrophes can be diminished when communities are forewarned and given enough time to prepare especially to evacuate. The accurate measurement of seismic waves as invented in 1935 by Charles Richter (McCarthy 433) using the seismograph invented as early as 132AD by Zhang Heng was a high landmark in the forewarning of an incoming devastating earthquake (Henshaw 185). A more important invention that allowed man to brace against the merciless onslaught of typhoons, cyclones or hurricanes was the TIROS-1, invented by NASA scientists in 1960 and which became the very first weather satellite that can detect hurricanes, typhoons or cyclones, which are basically

The Issues Of Coca-Cola's Company Assignment Example | Topics and Well Written Essays - 500 words

The Issues Of Coca-Cola's Company - Assignment Example Coca-Cola was using 80 billion gallons of water annually. This became a massive concern. This concern triggered Coca-Cola to fight back but it also made them take a second look at their practices. Coca-Cola began to look at its role in managing water. They also showed that they were working their best to tackle this issue by inviting organizations such as the World Wildlife Fund to provide them with advice that could help them improve their environmental impact. They set up goals and comparisons that could help them meet standards that other companies were achieving in terms of water use. They donated money to organizations with water conservation programs. (Lawrence, Anne, & Weber, James, 2007) I believe Coca-Cola handled the environmental concerns very intelligently. They made sure to create a relationship with organizations that were working to improve water and environmental conditions. They addressed the fact that they needed to improve and made improvements. And they invested money into the cause and made consumers aware of this. This is how a good company handles criticisms. Coca-Cola realizes that they rely on water to continue manufacturing their product. They realize they also need customers and stakeholders to believe in their company. And they made sure to check all of the right boxes to maintain these relationships. (Encyclopà ¦dia Britannica, 2010) Google is another company that is making up for some of their environmental mistakes by setting a green example. Google is such a large company that its actions often come under the microscope. Instead of solely defending any of their procedures or actions they look to balance out the negative with the good in terms of environmental care.

Hospitality Essay Example | Topics and Well Written Essays - 500 words

Hospitality - Essay Example Although some hotel rooms may offer two or double rooms, timeshares offer queen or king beds set up in private rooms. Hotels only offer television sets in rooms while for timeshares, television is found in bedroom and living areas. Other amenities offered by timeshares but not offered by hotels include Jacuzzi tub in bathroom, fully equipped kitchen and washer suites. Customers may consider investment initial investment involved in buying a timeshare. Although this could be high, with time, they become cheaper. Six types of timeshares are available for buyers in the market in relation to their tastes, affordability, time and period of ownership, capacity, luxury, and availability. During their early days of invention, most developers provided a fixed one-week unit annually meaning the buyer could only occupy the unit once a week every year. However, many developments and modifications have come into place and flexibility in the product has been rising with increased demand and customer tastes. Until recently, developers did not spend enough time and money in making the structures. It is worth noting, â€Å"Most early timeshare resorts were conversions of old hotels, motels, rental-apartment complexes, or unsold condominiums† (Schreier 3). She further stresses that conversion typically undergo extensive renovation, and they may involve adaptive reuse of historic structures. Today, more time and resources are spent on constructing structures for timesharing purposes. Deeded timeshares gives the customer freedom of owning and using the property until the time of passing to the next party. This means that a title deed is issued to the owner to prove ownership of the property which could also be handed down to an heir if the owner so wishes. Life property timeshares allows the buyer to use the property every year for the rest of his life from the date of ownership. The disadvantage is that their benefits end at the time of death of the owner,

Write 1. a research question ( with detail) 2.The purpose of your Paper

Write 1. a question ( with detail) 2.The purpose of your 3.PICOT (well structured, and feasible) 4.A critic of the literature review of at least three reseach manuscripts 5.A proposal 6.Conclusion - Research Paper Example This results in additional costs for patients, caregivers, and the overall healthcare system. For instance, the UK spends between 1.4 and 2.1 billion pounds to treat pressure ulcers while in Australia, it costs approximately AUS $61,000 to treat a stage four pressure ulcer (Frantz, Gardner, Harvey, & Spetch, 1991). In the US, treatment cost per ulcer can range between $10,000 and $86,000. Although various interventions have been implemented in the prevention and treatment of ulcers, there is little research data regarding the effectiveness of measures adopted. The research will be conducted in government, institutional and private hospitals that handle inpatients as most cases of ulcers are reported among inpatients. Nursing personnel will be trained on how to assess risk among patients and mitigation measures that can be taken to prevent pressure ulcers. The staff will also be trained on early detection of the injuries. Data on patients at risk from developing pressure ulcer will be collected before and after training. The data will also include the number of patients who will develop ulcers over a four-week period before and after the training intervention. Data collected after nursing staff have undergone training will be compared to that collected before the training using various statistical analyses to determine whether there was a significant decline in the number of patients at risk of developing ulcers. Results of the analysis will also indicate whether training of nursing personnel is effective in reducing the number of patients developing pressure ulcers. The study will run for a period of three months. Clinical studies have shown that development of pressure ulcer during hospitalization can be alleviated by adopting appropriate mitigation measures (Severens, Hobraken, Duivenvoorden, & Frederiks, 2002; Vanderwee, Clark, Dealey, Gunningberg, & Defloor, 2007). These measures can include the development of methods and ways of