McDonalds Case Study

Table of Contents Statement of the problem or opportunity List of alternatives Analysis of the alternatives Recommendation Works Cited Statement of the problem or opportunity There is lack of proper management of resources within McDonald restuarants and this has led to tremendous drop in sales over the years. Most of the stores in the Far East have closed due to economic downturn. At the same time consumers are shifting their tastes and preferences from hamburgers to other types of food. This has contributed to low sales since the number of people visiting the stores decreased over the years. Advertising We will write a custom essay sample on McDonalds Case Study specifically for you for only $16.05 $11/page Learn More The number of prospective franchisees has also decreased attributing their exit to poor customer turnout owing to cheap brand that McDonald has exposed itself to by offering too much discounts on its products. The firm is also experie ncing poor quality services and uncleanliness; this is due to laxity by the top management making them not to inspect the franchises. There is also lack of skilled manpower due to postponement of training sessions that were once used to equip employees. List of alternatives The company need to work out on their business models through appropriate segmentation to enable them work comfortably with the changing market economy. Professional training of the employees on the marketing and sales strategies needs to be resumed. The firm at the same time need to diversify its sales in order to catch up with the consumers changing trends on tastes. These other food products must be accompanied by quality services including reasonable prices. McDonalds should also improve on the quality of their burgers by inventing new and unique recipe. This can only be achieved by utilizing the most creative franchisees having high skilled employees (McDonald et al 335-352). There is need to recruit manage rs who are capable of implementing the firms marketing programs and at the same time have the ability of building internal cohesion (Johlke and Duhan 265-267). The manager must have the ability to motivate and unite employees from the franchises to the head office. The managers must possess the ability to control and cope with major changes and challenges within the market. The managers need to acquire valuable information on the current market trends without relying so much on their past performances. They need to improve on their level of interaction and communication with their franchisee. Analysis of the alternatives Making training mandatory for every employee on a regular basis might see an improvement in the level of skilled manpower. This can be used to enhance marketing effectiveness as well as the level of performance. Recruiting experienced managers will ensure that proper tactics are implemented to regain the control of the market.Advertising Looking for essay on b usiness economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This will also ensure that the human resource have the right people for right duties (Cravens and Piercy 2009). McDonalds have kept on changing its managers due to poor performances and inability to implement quality strategies for quality services. Like in this case, poor management led to McDonalds closing over seven hundred restaurants (Gogoi and Michael 281-284). Looking for the alternative food stuff for consumers might not look effective at the start since there are many consumers who are now used to the supplies from other potential competitors. Improving the recipe will not also realize much change because according to research ratings, the consumers prefer being served with firms that offer better quality services. According to the research carried out, companies like Wendy and Chick-fill-A Inc were ranked a head of McDonald. McDonald’s competitors offer far bette r quality food stuff than them and this might mean that McDonald will really have to improve on their sales and marketing tactics in order to convince consumers (Kohli 53-8). Recommendation There is need to analyze other competitors intentions and strategies in order to find the best counteractive approach. The need for good management team will enhance the provision of good brand and articulation of all the elements that comprise marketing mix. The products, pricing and the way of marketing must change for growth and improvement to be realised. Works Cited Cravens, David and Piercy, Nigel. â€Å"Strategic Marketing†. McGraw Hill. 9th edition. 2009. Gogoi, Pallovi and Michael, Arndt. â€Å"McDonald’s Corporation†. Business week, New York, March 3, (2003): 281-284. Johlke, Mark and Dale Duhan. â€Å"Testing Competing Models of Sales Force Communication†. Journal of Personal Selling Sales Management. USA Vol. 21 (4), (2000): 265-277.Advertising We wi ll write a custom essay sample on McDonalds Case Study specifically for you for only $16.05 $11/page Learn More Kohli, Jaworski. â€Å"Market orientation: Antecedents and consequences†. Journal of Marketing; New York 57, (3) (1993): 53-81. McDonald, Malcolm et al. â€Å"Corporate Marketing and Service Brands—Moving Beyond the Fast-Moving Consumer Goods Model.† European Journal of Marketing; London. Vol. 35 (3/4), (2001):335-352. This essay on McDonalds Case Study was written and submitted by user Cannon G. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Levels of Measurement Worksheet With Solutions

Levels of Measurement Worksheet With Solutions Data can be classified into one of four levels of measurement.   These levels are nominal, ordinal, interval and ratio. Each of these levels of measurement indicates a different feature that the data is showing. Read the full description of these levels, then practice sorting through the following. You can also look at a version without answers, then come back here to check your work. Worksheet Problems Indicate which level of measurement is being used in the given scenario: SOLUTION: This is the nominal level of measurement. Eye color is not a number, and so the lowest level of measurement is used. SOLUTION: This is the ordinal level of measurement. The letter grades can be ordered with A as high and F as low, however, differences between these grades are meaningless. An A and a B grade could be separated by a few or several points, and there is no way of telling if we are simply given a list of letter grades. SOLUTION: This is the ratio level of measurement. The numbers have a range from 0% to 100% and it makes sense to say that one score is a multiple of another. SOLUTION: This is the interval level of measurement. The temperatures can be ordered and we can look at differences in the temperatures. However, a statement such as A 10-degree day is half as hot as a 20-degree day is not correct. Thus this is not at the ratio level. SOLUTION: This is also the interval level of measurement, for the same reasons as the last problem. SOLUTION: Careful! Even though this is another situation involving temperatures as data, this is the ratio level of measurement. The reason why is that the Kelvin scale does have an absolute zero point from which we can reference all other temperatures. The zero for the Fahrenheit and Celsius scales is not the same, as we can have negative temperatures with these scales. SOLUTION: This is the ordinal level of measurement. The rankings are ordered from 1 to 50, but there is no way to compare the differences in rankings. Movie #1 could beat #2 by only a little, or it could be vastly superior (in the critics eye). There is no way to know from rankings alone. SOLUTION: Prices can be compared at the ratio level of measurement. SOLUTION: Even though there are numbers associated with this data set, the numbers serve as alternate forms of names for the players and the data is at the nominal level of measurement. Ordering the jersey numbers makes no sense, and there is no reason to do any arithmetic with these numbers. SOLUTION: This is the nominal level due to the fact that dog breeds are not numeric. SOLUTION: This is the ratio level of measurement. Zero pounds is the starting point for all weights and it makes sense to say The 5-pound dog is one quarter the weight of the 20-pound dog. The teacher of a class of third graders records the height of each student.The teacher of a class of third graders records the eye color of each student.The teacher of a class of third graders records the letter grade for mathematics for each student.The teacher of a class of third graders records the percentage that each student got correct on the last science test.A meteorologist compiles a list of temperatures in degrees Celsius for the month of MayA meteorologist compiles a list of temperatures in degrees Fahrenheit for the month of MayA meteorologist compiles a list of temperatures in degrees Kelvin for the month of MayA film critic lists the top 50 greatest movies of all time.A car magazine lists the most expensive cars for 2012.The roster of a basketball team lists the jersey numbers for each of the players.A local animal shelter keeps track of the breeds of dogs that come in.A local animal shelter keeps track of the weights of dogs that come in.

current-traditional rhetoric - definition and examples

current-traditional rhetoric - definition and examples Definition Current-traditional rhetoric is a  disparaging term for the textbook-based methods of composition instruction popular in the U.S. during the first two-thirds of the 20th century. Robert J. Connors (see below) has suggested that a more neutral term, composition-rhetoric, be used instead. Sharon Crowley, professor of rhetoric and composition at Arizona State University,  has observed that current-traditional rhetoric is a direct descendant of the work of the British new rhetoricians. During the greater part of the 19th century, their texts constituted a fundamental part of rhetorical instruction in American colleges (The Methodical Memory: Invention in Current-Traditional Rhetoric, 1990). The expression current-traditional rhetoric was coined by Daniel Fogarty in  Roots for a New Rhetoric  (1959) and popularized by Richard Young in the late 1970s. See Examples and Observations below. Also see: Five-Paragraph EssayModels of CompositionModes of Discourse Composition, Composition-Rhetoric, and Composition Studies New Rhetoric Rhetoric Examples and Observations In The Principles of Rhetoric and Their Application (1878), the first and most popular of his six textbooks, [Adams Sherman] Hill emphasizes features that have come to be identified with current-traditional rhetoric: formal correctness, elegance of style, and the modes of discourse: description, narration, exposition, and argument. Persuasion, for Hill, becomes only a useful adjunct to argument, invention only a system of management in a rhetoric devoted to arrangement and style.(Kimberly Harrison, Contemporary Composition Studies. Greenwood, 1999) Characteristics of Current-Traditional RhetoricCurrent-traditional rhetoric is  characterized by its emphasis on the formal features of the finished product of composing. The current-traditional essay employs a rigorous movement from general to specific. It displays a thesis sentence or paragraph, three or more paragraphs of supporting examples or data, and a paragraph each of introduction and conclusion.(Sharown Crowley, Current-Traditi onal Rhetoric.  Encyclopedia of Rhetoric and Composition: Communication from Ancient Times to the Information Age, ed. by  Theresa Enos. Routledge, 1996) A Non-RhetoricDespite the name given it by historians,  current-traditional rhetoric is  not a rhetoric at all. Current-traditional textbooks display no interest in suiting discourses to the occasions for which they are composed. Rather, they collapse every composing occasion into an ideal in which authors, readers, and messages are alike undistinguished. What matters in current-traditional rhetoric is form. Current-traditional pedagogy forces students to repeatedly display their use of institutionally sanctioned forms. Failure to master the sanctioned forms signals some sort of character flaw such as laziness or inattention. . . .Current-traditional textbooks nearly always began with consideration of the smallest units of discourse: words and sentences. This suggests that their authors, and the teachers for whom they wrote, were anxious to correct two features of students discourse: usage and grammar.(Sharon Crowley, Literature and Composition: Not Separate but Certainly Unequa l.  Composition in the University: Historical and Polemical Essays.  University of Pittsburgh Press, 1998) A Convenient Whipping BoyCurrent-traditional rhetoric became the default term for the tradition of rhetoric that appeared specifically to inform the composition courses of the latter nineteenth century and the twentieth century up through the 1960s. . . . Current-traditional rhetoric as a term seemed to indicate both the outmoded nature and the continuing power of older textbook-based writing pedagogies. . . .Current-traditional rhetoric became a convenient whipping boy, the term of choice after 1985 for describing whatever in nineteenth- and twentieth-century rhetorical or pedagogical history any given author found wanting. Got a contemporary problem? Blame it on current-traditional rhetoric. . . .What we have reified as a unified current-traditional rhetoric is in reality, not a unified or an unchanging reality.(Robert J. Connors, Composition-Rhetoric. University of Pittsburgh Press, 1997)

The negative impacts of internet on teenagers in the United States Essay

The negative impacts of internet on teenagers in the United States - Essay Example Risks associated with internet for teenagers are far more profound than with any other kind of media due to the ease of accessibility to the harmful content that the internet provides the children with. Based on the view of about 85 per cent of the parents, the National Altitudinal Poll identified the internet as the number one concern for the parents (Common Sense Media cited in Louge 2). Internet has provided the children with the opportunity to view and past whatever they feel like without having the parents realize it. Internet is frequently used by the American children to distribute sexually explicit material both their own and that of the others that they get to lay their hands on. Sex trafficking and various kinds of sex crimes have increased in number manifolds as the use of internet among the children has increased. â€Å"The Internet is transforming the experience of growing up in America. It is also transforming the job of being a parent in America. The Internet brings t he world — the good, the bad, and the ugly — to the American family’s doorstep. It brings the ruins of ancient Athens to that doorstep, but it also brings the red light district of Bangkok† (Third Way Culture Project). This paper identifies the various the negative impacts of internet on teenagers in United States. ... Thus, when they are away from the internet, they are depressed and their senses are revived only when they are using the internet. In this sense, they become addicted to the internet. They know that they ought to limit the time they spend on the internet and yet cannot help using the internet all day long because they experience unpleasant emotions when they are not using it. Internet remains in their conscious sense full time in one way or another. Either they are thinking what movie they would download next, which friend they would reply next or what statement they would place on their Facebook profiles. Excessive use of internet has become a very common thing among the young generation in the US. This behavior of unusually high association with the internet is commonly referred to in such terms as compulsive use of internet, pathological use of internet, problematic use of internet, computer addiction, internet dependence and net addiction. Declining academic performance Internet addiction has many unfavorable outcomes one of which happens to be the negative impact of it on an individual’s academic performance. Because of the excessive use of internet, the child is not able to concentrate upon the studies. Studies demand time and attention and yet are very boring. On the other hand, internet activities are very interesting and encourage one to indulge in them because they are also energizing and intellectual in many ways. Thus, the individual’s craving for knowledge and enhancing the skills is sufficiently satisfied by using internet. Thus, the time that the children should spend on their studies is wasted in playing online games, socializing on the social media websites and downloading and watching movies

Coffee Processing Essay Example | Topics and Well Written Essays - 750 words

Coffee Processing - Essay Example However, you will enjoy coffee more if you learn how to process it. It is even a good idea to process your own coffee at home and indulge in your coffee creation. Though the process is requires a lot of time, effort and complicacies, it might be worth it. The basic steps in home coffee processing are picking, pulping, fermentation, drying, hulling, and roasting. The first step in coffee processing is picking the ripe cherries. Before embarking on this task, you need to know to be able to identify and differentiate the ripe from the unripe berries. Ripe berries are deep red in color. The rationale in picking coffee cherries when they are ripe is their relatively higher aromatic oil, lower organic acid content, more fragrant, smooth, and mellow. You must manually hand pick the fruit in order to choose only the ripe ones. This is an essential step in coffee processing as classification of the handpicked fruit often determines the quality of the end product. The next step is known as defruiting or pulping which is done immediately after picking the cherries in order to preserve quality. In this stage, you now separate the coffee bean from the coffee cherry. This can be done in two ways: first, you can individually squeeze the berry by hand or you can use you can use a piece of wood to compress the berries in the container until all the seeds are removed. Afterwards, you need to fill the container with water for the seeds and the removed skin to float. The skin and the seed should be removed before they settle. You then repeat the process until the all the seeds and skin are eliminated. In order to ferment the coffee beans, they should be put in a plastic bucket filled with water. Fermentation is done in around 18-48 hours depending on the temperature of the surrounding. To test if the fermentation is complete, you should take a handful of beans and wash them with water. If the beans are already clean and not slippery, enough fermentation has already bean achieved. You can now wash the beans in running water and drain, repeating the process until the water becomes clear. Drying is the process wherein the coffee beans are spread out on a wide concrete or rock and is exposed to air or sunlight to eliminate excess moisture. You can either sun dry or use a home food dehydrator to adequately remove the moisture. To enhance effectiveness, you should see to it that the beans are stirred three times a day in the entire process. Before roasting, hulling should be done in order to remove the tough thin parchment from the beans. You can do this by placing the beans, a small quantity at a time, in a food processor with plastic blades. You need to blend the coffee beans at slow speed for about thirty minutes. A hair dryer can also be utilized to blow away the unwanted lighter parchment from the beans. After hulling, you can now store in the store the beans in jars as they are now ready for roasting. Roasting is one integral step in attaining a savory coffee. You can roast the coffee beans by baking them in the oven. Spread the coffee beans thinly in a large baking, ensuring to stir frequently to prevent burning and facilitate an even roast. It is estimated that a single layer of beans will roast in 12 minutes at 230-250C. Your personal preference should be your guide in coffee roasting. Stronger flavor is achieved by roasting a little longer than usual. After the aforementioned processes, the coffee is now ready for grinding, brewing, and

Educational System In Latvia Education Essay

Educational System In Latvia Education Essay Education in Latvia is composed of levels: nine years compulsory, secondary and higher education. Vocational schools, art schools, business schools, schools for special types of children, schools for children with special needs and kindergartens also form part of the program. In vocational education programs lasting two or three years provide theoretical and practical knowledge. The majority of vocational schools in Latvia provide 2-3 and 4-year vocational education and training programs, but in special education schools or special education classes within general education schools provide education for children with special needs that correspond to each individuals physical and mental condition. There are private schools and universities, where fees are charged. But majority of students go to state schools which are free. The main purpose of the nine year school is the general intellectual and social development of the child. Children in Latvia are compulsory by law to attend school from the year when they turn seven till the age of 16. In some special cases the acquisition of basic education may last till the age of 18. Promotion from one grade to the next is based on the pupils skills in all school subjects and on the results of tests. In secondary schools most pupils follow a course that includes latvian, science, social studies, mathematics, physical education, foreign languages. Elective subjects may be chosen according to the students interests. A student is graded from 10 (outstanding) to 1 (failing) in each subject he takes. Students receive report cards twice a year. At the end of the 12th grade every school-leaver is supposed to take 2 compulsory exams chosen by the Ministry of Education and 3 exams in the subjects each individual student has selected himself. About 80% of young people graduate from school with a General certificate of education. To get this certificate each student must complete a specified number of subjects and pass 6 final exams graded no less than 4 and upwards. Usually pupils have a separate teacher for each subject. Schools in Latvia begin on September 1 and end near the end of May. The year is divided into semesters, typically- September- December- January- May. The school breaks for holidays 4 times a year. There is a week holiday at the end of October, 2 weeks at Christmas Holidays, a week at the end of March and 1 week at Easter. The basic school day comprises from 5 lessons in grades 1-3 up to 8 lessons in grade 9. The school year is 34 weeks long in first grade and 37 weeks in grade 9 per year. In Latvia have two sorts of higher education programmes academic and professional. Such a division of higher education allows the student to choose either research or professional activity in the future. Professional higher education is divided into two levels. First level professional higher education programmes lasting 2-3 years and there are both state-financed and private higher education institutions. 2. Early childhood education system in Latvia Children attend pre-school when they are under age of seven years, but it is also possiable to lenghten studying for one more year, if the kid has some health, psychological preparedness problems, considering desire of parents, family doctor, psychologist opinion. Early childhood education programms provides preparation to primary school, incluging the development of individuality, mental, physical, social development, independence, creativity, strengthening health and also improving basic skills of state language. Main type of activity for pre-school children is games, so the teaching process is organised that a children can learn by playing and by this learning process kids takes over community experience, acguire knowledge, skills to create attitudes, explore themselves and also act independently. In pre-school educational institutions it is not allowed by law to hold entrance examinations. The local government, in agreement with the Ministry of Education establishes, maintain and finance, as well as reorganize and liquidate pre-schools. 2.1. Curriculum in early childhood education All subjects in early childhood education and curriculum content is important for giving children a common understanding of environment that is arround them and develop their creative, logical thinking and in making curriculum for early childhood education it is importan to understand what children already can do and what they need to learn and what they need to improve and train. Curriculum in Latvias early childhood education includes such subjects: latvian language (children develop speech of mother tongue also improve knowledge of literature, folklore, literacy), natural-sciences (children learns constructing, creat mathematical ideas), social sciences and ethics ( children develop social skills, explore environment and also social life), music, physical education, that goes closly together with didactics of rhythm and movement, visual art ( children are improving creative side by drawing, painting, modeling), housekeeping and technology ( children are doing needlework, applique or origami). Teaching methods and curricum in early childhood education dipends from children stage of development and age. There is four levels in children stage of development. The first level is for kids till two years age, second level is for kids till three years, third level is for kids till five years and the last level is till age of six. Curriculum for each level, teaching methods and methodical approaches are profesionaly created by Latvian Education Curriculum Centre but it is not forbitten that teachers in early childhood education use their own professionaly created methods and materials. Now I want to speak more closly about curriculum and children levels of development. At the level first, when kids are one, two years old, they can learn throught observation( going in walks and observing environment and it can also be made together with older kids, for exchanging their ideas and observation outcomes), demonstration ( these demostrations can be made by showing some plants, mushrooms), movement games, musical games, manipulating objects and exploring real objects. In second level, when children are in a age of three years then mostly all methodical approaches are playful and children are learning throught simbolistic, plot, destructive, rhythm games (swiping palm hands and singing together) and practical work ( children are involved in independent work, for example writing calligraphy). Many games can be played with older children from different stages and levels of development. Such kind a approach improves social skills and experience exchange. In the third level, when kids are in age till five years old, then the main teaching and learning approaches is throught discussion, evalution, throught didactic games, construction games and story role games. In this level it is also very common to go in excursions, go for a walks and do some games or playful activities outside the kinderganten yard. Till the age of six, when kids are in the last level, then the most common methodical approaches to children are by experments, dialogues ( teacher asks questions and making diagolue with children, about what they have seen today or making dialogues about some stories and fairy-tales), dramatization and theatrical games and also folk games (One of the most famoust folk games in Latvia is à ¢Ã¢â€š ¬Ã… ¾Kas dÄ rzÄ ? or à ¢Ã¢â€š ¬Ã… ¾Whats in the garden? It is game in a circle and when teacher stops singing one of the kid find another child to put in a center of circle). 2.2. Rythm and movement in early childhood education Rythm and movement goes closly together with such kind a subjects as physical education, health and music and thats why am going to review curriculum of these subjects to understend better about rythm and movement importance in early childhood education curriculum. Physical education and health subjects main goal is to promote children health, strengthening their body, improving movement but music subject promote childrem emocional, intelectual development, knowledge about rhytm and improve creativity. The main tasks in physical education and health is to acuire the skills to manage the body and enhance the natural movement activity and promote children emotional, social development throught physical activity. For example curriculum for physical education and health includes stepping and running, crawling and climbing, throwing and capturing, rolling and jumping. All these process improves childrens movement. The way how can improve children stepping and running is by playing some movement games (Craw and at the same time rolling the ball, by this proces children learns to control direction of ball). For example in running, there is many tasks to improve it and the more older are children, the more difficult will be task and curriculum. When the kids are about two years old they are able to run freely throught the field, evading and not touching other play members, but when the kids are about four and five years old, then the level of running comes more difficult. As an instance kids have to run after each other, run in environment with barriers, cones, filled balls and run by doing curves and changing directions, but when the kids are about six years old, then they are able to use some rhythmical actions like run and at the same time kick to a ball. Crawling and climbing is one of the ways how to improve movements and strengthen body. In a first level, when kids are one, two years old, they can crawl and overcome a variety of high obstacles, but they are still learning to craw in direct route among objects and arround them. When the kids comes older, they can freely craw on rought surface also on wide, sloping surface. Kids can also suport moving by hand palms and feets, climb the stairs up and down. In a fourth level children is able to craw and roll the ball at the same time by controling balls direction. There is also throwing and capturing process in early childhood education curriculum. These proceses comes closly together with playful learning. In a first level of children development, they are able to throw some objects in uncertain directions and capture transmited objects from close distance, when children pass to next level they they are able to throw objects in freely choosen directions, but in a third level of development children is ready to throw objects in horizontal goals (box, basket) from a small distance. Children are also able to throw and capture objects from a short distance by working in pairs. In a fourth level of development children are able to throw objects in vertical goals and capter the ball after it has hurtled the ground. 2.3 Music and rhythm in early childhood education One of the most important learning subjects, that creates development of rhythm and movement is music. Music subject in early childhood develops motor coordination, sense of rhythm, encourage to play music and rhythm instruments. In a curriculum of music, there is such important process as singing, listening music, dance and musical rhythmical movements, use of rhythm and musical instruments. The subject singing includes working with folk songs, children songs, chants, vocal range and tune. In a first level of development in singing children are learning to sing a simple children songs in a small range, play together with teacher rhythm accompaniment to instruments. When the kids gets older and pass next level of development, thay can sing freely and naturally without tension and can use different tempo, sing songs with different accompaniment types, use rhythm instruments like rattles, sticks. Another curriculum subject is listening to music, that includes tempo, dynamics, sound layout, genres, songs. In a age one and two children are listening various sounds and voices and at the same time are learning to heard low and high register, linking it with an image. At this age children are also able execute variouty of movements while sound of music. With a time children gets older, they can recognise some specific musical instrument sounds and express their feelings about the composition and also recognise hearded composition. When children is five or six years old, they are able to improvise movements given by music, perceive music mood (character), genre (song, dance, march) and dinamics. The other subject in music curriculum is dance and musical rhythmical movement, wich includes such important objects as posture, pulsation, sounding gestures. In a first level of development children are able to listen music accompaniment and do movements of mimics and participate in simple musical and rhythmical plays. When children pass next stage of development, than they are able to perform some movements while listening musical accompaniment and learn most basic dance steps as well dance in couples, but when the kids are about five years old, they can do dance moves, dance steps and are also able to stand in circle, wich they can reduce or expand. In a age of six, kid is ready to dance simple dances, and throught musical accompaniment improvise movements and reproduce composition in their movements. In this age children are also able to acquire folk dance grib and do gallop steps. The last learning subject in music curriculum is rhythm and music instruments. In this subject it is very common to use rhythmical instruments, sound tools, pulse. In a age of three kids in early childhood are able to play some audio tools by listening accompaniment at the same time. Kids are also able to play some rhythm instruments like rattles ,beat with a stick. When children pass to next level of development and come bit older, they are able to recognize two or three musical instruments, improvise accompaniment with rhythm and musical instruments. 3. Riga Teacher Training and educational management academy The Academys goal is to provide each student with an opportunity to acquire professional and academic higher education in the areas of pedagogy, psychology, business and management, as well as motivation for professional life and constant self-improvement. RTTEMA prepares teachers who are able to prepare pupils for life and work in information society. RTTEMA is a conceptually and technically modern professional higher education institution and academy is founded by a state. It started its work in 1994 with 1273 students and now is one of the largest higher educational institutions in Latvia in terms of the number of students. Academy educates more than 3, 5 thousand students in full-time and part-time studies, employs 160 lecturers and docents, offers 25 study programs at college, bachelors, master and PhD levels. RTTEMA also organizes international conferences, publishes scientific articles, implements projects of scientific research, promote student and teacher international mobility, is an active member of international organizations. Academys intellectual environment consist of Pedagogic Scientific Institute, Creativity Scientific Institute, Child Language Research Center, Psychological Research Institute, Nature and Working Environment Institute, Several methodic centers, Young Teachers Club, RTTEMA Centre of Further Education, Library with stocks in 10 cities of Latvia. Students are provided administrative support at International Office and social support at Students Parliament. Apart from these units students have an opportunity of involving themselves in the following cultural undertakings, that are Mixed choir Fortius, female choir Balta, chamber orchestra Gaudeamus Orchestra, Big band, sports club, folk dance group Dejotprieks. In RTTEMA is also possible to study education programs that are related to rhythm and movement subjects, for example professional bachelors education programs and second level in the short vocational higher education program offers to study and become a Dance and Rhythmic Teacher or Music Teacher. Professional Masters program offers Dance Pedagogy, Music Pedagogy. If a student wants to get Bachelor degree in Dance and Rhythmic Teacher education program, then he/she has to study in full time for four years or in part time, that takes four years and three months. This educational program gives opportunity to work in a profession of dance and rhythmic teacher also manage dance groups. Main requirements of this program is to acquire theoretical base of pedagogy and psychology, link the theoretical conclusion with the practical work at school, primary school also acquire research skills and be able to use them in practical work, develop skills and abilities necessary for Dance and Rhythmic Teacher as well as personal qualities and competences. This education program includes a plenty of subjects like classical dance, historical dance, dance anatomy, composition of dance, rhythmic, methods of children dance, the notation of Latvian dance, jazz dance, didactics etc. Conclusion The Latvian education system is structured at four levels: primary, secondary, vocational and higher education. There are also private schools and universities, where fees are charged, but majority of students go to state schools which are free. Children in Latvia are obliged by law to attend school from the year when they turn seven till the age of 16. Children attend pre-school when they are under age of seven years, Main type of activity for pre-school children is games, so the teaching process is organised that children can learn by playing and by this learning process kids takes over community experience, acguire knowledge, skills to create attitudes, explore themselves and also act independently. Teaching methods and curricum in early childhood education dipends from children stage of development and age. There is four levels in children stage of development. Curriculum for each level, teaching methods and methodical approaches are profesionaly created by Latvian Education Curriculum Centre. Early childhood curriculum includes physical education and music subjects, witch goes includes knowledge about rhythm and movement. These subjects main goals are to promote children health, strengthening their body, improving movement but music subject promote childrem emocional, intelectual development, knowledge about rhytm and improve creativity. Rigas Teacher Training and educational management academy (RTTEMA) main goal is to provide each student with an opportunity to acquire professional and academic higher education in the areas of pedagogy, psychology, business and management, as well as motivation for professional life and constant self-improvement. In RTTEMA is also possible to study education programs that are related to rhythm and movement subjects, for example professional bachelors education programs and second level in the short vocational higher education program offers to study and become a Dance and Rhythmic Teacher or Music Teacher. Professional Masters program offers Dance Pedagogy, Music Pedagogy. Internet resources http://www.aic.lv/ENIC/en/enic/ed_in_Latv.htm, Retrieved November 24 http://izm.izm.gov.lv/education/education-system.html, Retrieved November 24 http://www.likumi.lv/doc.php?id=20243, Retrieved November 26 http://www.rpiva.lv/index.php?mh=statistika, Retrieved November 26 http://viaa.gov.lv/files/news/1808/educ_in_latvia.pdf, Retrieved November 26

Junot Diaz Treflection

JuJunot Diaz Reflection From what I had previously read and heard from about Junot Diaz, I expected the typical speaker that usually stops by our campus: tall male, dressed in a suite, with a charming personality. Knowing he was a Hispanic author I felt like I would be exposed to nothing new during his readings or presence for that matter ( seeing as how being from Colombia and have had a lot of exposure to Hispanic authors).This immediately changed as a couple classmates and I got together to walk over to Sorenson Hall, and, as I we were walking to the auditorium, found multiple students heading to the same even but not because their curriculum required it but rather because they were so intrigued to hear him speak. Obviously, this triggered my own interest in what this author, that I originally found so predictable, had to say. From the moment he set foot on the stage to when he said goodbye, I was intrigued.Diaz evoked a casual atmosphere; through cursing and joking he made the cr owd feel comfortable. What I found most interesting was how he explained the different views between him and his family and how looked negatively it seemed for him to become an artist. He also explained multiple aspects about the cultural differences, and talked about the concepts of â€Å"trading your culture† he explained how crazy it is to realize at our age that everyone’s dreams aren’t your dreams.I agreed with everything he had to say and I found the way he evoked his opinions, through casual conversation and a comical tone, to be very effective. What I found most interesting though, is how he compared writing to an art form which says the stuff people don’t want to hear. As he was talking about this topic, I couldn’t help but compare his style of writing to that of graffiti art. He holds a rebellious attitude towards society that makes his writing appealing.Attending this reading taught me much about the topic of learning by making mistakes. My whole life, I’ve been raised thinking that mistakes shouldn’t occur, and the fact that he mentioned that one should take time out to learn through failure and making mistakes caught my attention immediately. Attending Diaz’s reading has been one of the most interesting things I’ve experience while at Babson and I know that when I type the last sentence of this reflection I am buying logging on to amazon and buying his book.