Failing business Essay Example for Free

Failing business Essay Many are quick to remember one’s failure and slow to remember the redeeming moments. My life is no different. I am only human and I too have made my own mistakes in life. Though I sometimes have the tendency to move on from failure and perhaps forget, there are many who are only too quick to remind me of my past. Learning from this, I have vowed to treat each failure as a learning experience; One that makes me stronger and makes me better. This is the lesson that I learned from what some people would consider as one of the most challenging days of my life. I recently discovered that the pursuit of one’s goals is not as easy as it seems. When one looks at all the successful businessmen in the world, it does not seem apparent that they had to undergo many challenges to become successful. Yet as I have learned, there is so much work and effort that is needed to succeed in life. This is how my first business, a commercial cleaning service, became a failure but ultimately a success because I learned a very valuable lesson from it. The plan of the commercial cleaning service was simple. I had intended to take advantage of the lack of cleaning services in my area. I noticed that there were very few cleaning services and if there were any they were either inefficient, too expensive or both. Being a novice entrepreneur, I figured that this was an opportunity that was a guaranteed success; after all, all I had to do was simply offer better service and better prices. This was my first mistake. In making this assumption, I did not consider the fact that the ones who had established themselves before me had probably thought of these same advantages. I was naive to think that only I had the monopoly of great ideas and that others were not able to think as well. This presented the first challenge because I was unprepared for what happened. The initial costing for supplies and capital equipment was way higher than anticipated due to the fact that I was trying to provide quality service. Since I had already made those investments, I had to readjust my computations on Return on Investment and saw that the only way that I would be able to cover the daily expenses was to increase the price. So, instead of providing cheap and good quality service, I was constrained to offer only quality service. This unfortunately paved the way for the next problem which was the fact that I did not have prior experience in this field. While I did consider myself a neat freak, I was certainly out of my league when it came to running a commercial cleaning service. I failed to consider the fact that there are so many variables to consider and that when one has employees one has to ensure that they do their duties satisfactorily. This was no longer just a simple matter of telling people to clean something and making sure it was done properly. It involved going over the shifts and ensuring that every detail was not overlooked. Aside from this, I had to also consider the welfare of the people who were working under me. No matter how motivated I was, I could not seem to convince my employees to have the same passion and conviction. This was lesson number three for me; I learned that employees are never really motivated to perform unless they have a personal stake in the matter. I needed to get them involved on a personal level and believe in offering quality service at a good price. Unfortunately, the only thing they were interested in was clearing their pay and spending their money. Suffice it to say that the business soon failed. I was disheartened by the harsh reality check that happened but I am proud to say that I have learned from this experience. I could have lost much more to learn that valuable lesson. As I look back at that memory, I greet it with a smile knowing that even though it resulted in failure, I would not be the person I am today were it not for that experience. The thing about life is that there is always hope and there are several chances to fail and even more chances to succeed; as long as one has the drive and the passion.

The Physics of Downhill Skiing Essay -- Skiing Physics Essays

The Physics of Downhill Skiing You can hardly believe that the day you’ve been waiting for has arrived. After all this time of waiting patiently, Mother Nature has finally decided to cooperate by letting it snow. It was a miracle. The ski resorts had finally opened and in just a few minutes you’d be off the ski lift and ready to soar to the bottom of the mountain. Even though it’s your first time on skis, you’re sure you won’t have any problems. After all, you’re a pretty athletic individual, and you’ve watched skiing on the television during the winter Olympics. Your moment of reflection is put to a halt as your friend slaps you on the chest telling you it’s time to get off. You attempt to leave the chair, but your body quickly makes contact with the cold hard ground. After a long hard day of trying to make it down the hill you head home frustrated and ready to sell your new skis. Your skiing partner tries to console you by telling you that skiing is a complicated sport that involves a lot of physics. The next day you do some research. As you learn more about the physics involved in the sport of skiing, your struggles on the hill are put into prospective. The sport of skiing relies on the physics of Newton’s three laws of motion, gravity, and the concepts of potential and kinetic energy. The force that allows the skier to head down the hill is gravity. An inexperienced skier may find that gravity causes them to move down the hill faster than they’d like. What is gravity? We all know that gravity is the force that makes a ball, which has been thrown into the air, fall to the ground. Gravity is the force that the earth exerts on an object. As the skier heads down the hill the earth is pulling the skier towards its cen... ...t the amount of physics involved in downhill skiing. Gravity, energy, and Newton’s three Laws of Motion, are all concepts of physics that greatly affect the sport of skiing. If a beginner skier would take the time to examine these concepts they may find an explanation to why their first day at the ski hill didn’t go as expected. Works Cited Kirkpatrick, Larry D., Wheeler, Gerald F. Physics: A World View. Forth ed. Fort Worth: Harcourt College Publishers, 2001. Lind, David, and Scott P. Sanders. The Physics of Skiing at the Triple Point. New York: Springer-Verlag, 1996. Mears, Annie. â€Å"Physics of Alpine Skiing.† 18 May 2002. 23 April 2003. Swinson, Derek B. â€Å"Physics and Skiing.† The Physics Teacher 30 Nov 1992, 30. The Physics Classroom. 21 April 2003.

Title: What does personalised learning mean in practice

Assignment TMI Title: What does personalised learning mean in practice? Analyse the learning needs of EAL pupils, and those of SEN pupils. Discuss how the needs you Identify can be met most effectively in subject teaching. Within this context over the past ten years' the term ‘personalised learning' gained political capital and could be considered as a defining feature of the UK's educational system. Miliband 2004) Personalised learning – theory and practice The Sussex report states personalised learning is ‘characterised by high levels of participation of pupils and staff in the schools, learning to learn and pupil voice'. It is a continuous progress which facilitates a ‘deeper learning'. (University of Sussex, 2007). Personalisation is concerned with people, hence what or who is a person, their purpose, how they develop, are motivated, gain skills, form abilities and relate to others.Hence, personalised learning is not simply the acquisition of knowledge or skills but how to forge a person's capacity and capabilities to do so. Consequently, concepts of personalised learning have reflected diverse contemporary theoretical discourses, including Piaget's conceptualisation of cognitive development based on iological maturity and environmental experience to behavioural psychologists focus on learning through conditioning, through to Skinner and Watson's reward and punishment.Vgotsky explored how a person's individual social, economic and cultural influences can determine their ‘actual' and ‘potential' development levels within school based learning. Howard Gardner could be considered as a paradigm shifter (Smith 1994) as he questioned the concept of intelligence based on cognitive development, and sought to demonstrate that a child may be at different stages of evelopment at a single time, and that this is reflected in their ability to learn their maturity on dfferent learning styles.He therefore questioned the concept of scaff olding referring to seven multiple intelligences, two of which have been adopted within school environments, namely linguistic intelligence relating to the ability to learn and use of verbal and written language, and logical mathematical Intelligence relating to analysis of issues, grasping of quantitative information and the sciences. I Implemented this pedagogy with my top set 10 class while teaching controlled ssessment vocabulary.Recent UK Government policy has encouraged an educational approach that tailors support to Individual needs so that ‘every child matters'. The five core inter-related aims; be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being underpinned by practice guidance ana regulatory perTormance systems slgnlTy tne Importance 0T social, economic and environmental factors on child development. Peter Senge said â€Å"many children struggle in schools because the way they are being taught is incompatible with t he way they learn† (Capel, S. al, 2007) hence teaching and support can be improved by encouraging school based learning to be designed around a pupil's needs, hence Miliband's quote above. Assessment for learning directly relates to national teacher standard 6; ‘make accurate and productive use of assessment'. Teaching uses both formative ongoing assessments and summative assessments, normally at the end of a module, scheme of work or a part of an academic year. Summative assessments usually relate to formal examinations that inform streaming and ranking, to inform accountability (Black, Harrison, Lee, Marshall and William, 2002).Summative assessments are often isolated from normal teaching and learning, and are often areas of which teachers have little direct control in terms of personalising for learners, for example ‘6SCEs'. Key formative techniques include higher order questioning that targets towards their current level; personalised comment marking, identifyi ng clear targets for improvement, self and peer assessments and analysing and using mark schemes and feedback from summative assessments to assist individual learning plans.According to Williams (2009) the effectiveness of formative assessments can generate nearly three terms extra earning per year. However Ofsted reviews have identified teachers' difficulties in identifying clear learning objectives and outcomes by the use of attainment levels to inform structured lesson planning and assessment (Ofsted, 2007). For example in my second placement school I asked a mixed ability group of year 7's to assess sentence exemplars and explained the success criteria based on Bloom's taxonomy.This showed what was expected to answer higher order questions and levelled answers. It was difficult at first however as soon as they got accustomed to my expectations a marked improved was identified in their work. They were able to interpret the differences properly and with scaffolding the majority of them were able to vastly develop their answers. (See appendix 1) When considering Howard Gardner's multiple intelligence, personalisation leans towards the understanding and application of different learning styles, namely audio-visual, and kinaesthetic.However Cofield et al (2004) suggest that the effectiveness of this focus is varied, in terms of their reliability and as a motivator for learning. Placing the learner at the heart of the teaching process and in turn enabling them to take more responsibility or their learning can also be delivered through developing learning objectives reflective of individual and classroom needs. Bloom's taxonomy provides a classification of learning objectives under cognitive, affective and psychomotor providing a methodology for scaffolding actual and potential learning within the classroom.Differentiation can ensure a classroom of mixed ability students are all stimulated and stretched, and this can be achieved regardless of ability when setting tasks, if executed as though one were climbing a ladder in order to reach the top, or objective of the lesson. (Petty, 2009). Within the MFL department we operate an ‘ALL, MOST, SOME' to differentiate our tasks, (see appendix 2 ; 3) adding a challenge at the bottom for the most able or for native speaking students. This ensures that every single student can be accessed and also be stretched regardless of ability and rank order.Alex Moore suggests tnat a good teacner needs to De strategic In applylng models and theories to shape and develop ‘pedagogic identity (Moore, 2000). Using these ideas, together with Wgotskys theory of constructivism has helps practitioners develop and go on to plan lessons that are creative, fun, focused, tructured and interesting combined with delivering content to any ability, regardless of need (be that G&T, nixed ability or SEN) or those that encounter difficulty with focus, learning and progressing in a traditional classroom environment.Some of the methods used in the classroom to take advantage of ‘multiple intelligences' are video clips, imagery and displays for visual learners and group work such as role plays or quizz type games for interpersonal learners. For the intra-personal learners, enabling them to set personal goals and challenges for themselves, for the more verbally inclined students question and answers or ualitative assessment and finally problem solving and modelling for more kinaesthetic pupils.Curriculum entitlement and choice relates to national teacher's standard 3. The Salamanca Statement and Framework for Action recommended at a national and school level that â€Å"schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions† (1994) As abovementioned, and experienced in both my school and in my placement schools, many Stage and 1 and 2 EAL students are withdrawn from MFL and other on – core subjects in or der to focus on literacy and numeracy improvement.Interestingly, MFL is one of few areas that many EAL students do not feel isolated as other students are also at a new stage of learning a different language also, and thus can excel in the subject. The National Curriculum (1999) outlines that â€Å"in order to overcome any barriers to learning in MEL†; specific requirements such as laptops, support and help should be provided in order to access the learning for EAL students needing support. Indeed, this subject specific inclusion information decrees that â€Å"all upils have a right to participate in the study of MEL† (Pachler, Barnes ; Field, 2009).

The Causes of the First World War - 1166 Words

This question has formed part of the historiography of the causes of the First World War, a historical debate that has endured ever since the conflict ended. It periodically resurfaces with new theories being advanced such as the Fischer thesis, usually on account of the release of previously unseen documents or because of a shift in the political climate. It has emerged to the fore once again because this year is the centennial of the war’s outbreak and there are plans to commemorate it nationally across the UK. In order to fully understand how Britain’s decision to go to war against Germany is best explained one must engage into the debate revolving around the question of the extent to which Britain and other countries were responsible for causing war. This helps explain the intention Britain had for war which is vital in understanding their decision making process to cause war in the first place. Some schools of thought have come to the conclusion that it was everybody or nobody- the continent â€Å"slithered over the brink into the boiling cauldron of war without any trace of apprehension or dismay.†1 That analysis will be considered in this essay as will the widespread thesis that it was Germany’s aggression which not only created the preconditions for war, but also triggered Britain into war with the political imbalance of power being created from the growing naval and colonial expansion of Germany. Other factors that help explain why Britain went to war against G ermanyShow MoreRelatedThe Causes Of The First World War1406 Words   |  6 PagesOption A: What in your view were the causes of the First World War? How have historians’ views on the war changed over time? Historical events are crucial in human thoughts since they understand themselves better in the present through analyzing their past occurrences. Historical events help us to know the causes of certain past events, therefore, making the cause to entail long-term ideology events and actions. Nevertheless, the causes of certain events may differ depending on the scale of historyRead MoreCauses of the First World War1164 Words   |  5 PagesWorld War I Essay When a nation’s hunger for power and control become too great, the nation may be pushed to do things that may have harsh consequences. This was the case in the early 1900’s when the world engaged in its first major global military conflict. There were a number of causes of the First World War; due to the Treaty of Versailles, Germany accepted full responsibility for the war. Although the Germans had a large contribution in starting the war, they should not be fully heldRead MoreThe Causes Of The First World War1395 Words   |  6 PagesThe causes of the First World War were similar and differed from the causes of the Second World War politically, economically, and socially. Both of these significant, historical events were substantially affected by the interaction of dominating societies during this time period. During the First World War, these leading societies were the European authorities of Britain, Germany, and Austria, with slight assistance from the U.S. However, the United States allocated their full engagement duringRead MoreCauses of the First World War Essay752 Words   |  4 PagesWhat were the causes of the first world war? Many people believe, that the First World War was caused by the assassination of the heir to the empire of Austria-Hungry, Arch-Duke Franz Ferdinand. However, I believe, there were many other more important causes that could have started the war. For example: the rivalry of countries, the alliances (Triple Entente and Triple Alliance), the industries of Britain and Germany, Militarism, Rivalry and many more. Firstly, Germany was trying to expandRead MoreCauses of First World War Essay940 Words   |  4 PagesIntroduction The First World War started in 1914 and lasted for four years to end in 1918 when Germany, Russia, Austria-Hungary and Ottoman empires were defeated (Havers 7). There have been a number of causes identified to have led to the war but most of them are not as straightforward as many would think. In essence, the root causes of the war are deeper than most abstract reasons many authors have identified in the past. However, this does not mean that there was no trail of events which directlyRead MoreThe Major Cause Of The First World War838 Words   |  4 PagesLead To The First World War The events that result to or lead to the outbreak of a war form part of history that is highly analyzed and discussed over historical times for number of significant reasons. These reasons include giving answers to questions and shedding knowledge upon some particular patterns that may exist in war circumstances and giving an understanding on how and why they occur. For instance, the First World War was preceded by a number of events globally. The cause of war was introducedRead MoreCauses of the First World War Essay2064 Words   |  9 PagesCauses of the First World War â€Å"The outbreak of the First World War in 1914 grew out of a short term crisis in the Balkans, but any attempt to understand its origins must take into account a number of long standing developments.† (McDonough). To discuss this judgement, we must investigate the causes of the First World War, the consequences of these actions, and to what extent were they responsible for the start of the war. A long term and economical causeRead MoreBritish Empire : A Major Cause Of The First World War1694 Words   |  7 Pages 11/18/14 Global 10 Mrs. DelFavero British Empire in India (1850-1914) Imperialism was a major cause of the first world war; the reason being is that imperialism often led to competition for land as well to nationalism and complex systems of alliances that led to several world powers going to war in 1914; one of those world powers was the British Empire. The British Empire’s presence in India is a perfect example of imperialism and its effects going into WWIRead MoreIn What Ways Did the Causes of the Second World War Differ from the Causes of the First World War?2006 Words   |  9 Pagesways did the causes of the Second World War differ from the causes of the First World War? The First World War (1914-1918) was the deadliest, most destructive war that had occurred in history up to that time; it was of a scale unknown to previous generations. Nonetheless, the Second World War (1939-1945) proved to be by far deadlier than the First One. Both World War I and World War II were total wars fought between the major industrial nations and their empires and both were wars of attritionRead MoreCritically asses three major causes of the First World War2347 Words   |  10 PagesThere are many causes to the First World War, many of which are results of complex developments which took place for a number of years before the war, such as the conflict over the Balkans and the decline of the Ottoman Empire. The most obvious cause may be the assassination of Archduke Francis Ferdinand. However, upon close examination of the events leading up to World War One, we shall see that this was merely the spark that set off the chain of events leading up to the Great War. One of the main