Organizational Output of Pfizer

Organizational Output of Pfizer Organizational Output Introduction Output generally refers to the things produced. output, in terms of the production unit means total number of products generated for a given duration and the various cost associated with the production. Outputs also refer to the number of customers visited in a given time. The organization needs to become accustomed, if there is a decline in the output of the organization due to alteration in the external or internal environment. Key outputs Key outputs of the Pfizer include opening of Manufacturing facilities, New innovative products And financial outcome (Pfizer Inc Third-Quarter 2004 Performance Report, 2008). Manufacturing facilities: Pfizer Inc, the giant in Healthcare opened its manufacturing facility in Singapore of about $600. This investment will support the extensive plans of the companys operations. In Asia, this investment has made the Pfizer important active pharmaceutical ingredient manufacturing plant. It is an entirely automatic facility. This facility in Singapore will prove to be an important link in manufacturing and developing dynamic ingredients that will be used in Neurontin. For tablets and capsules production, these ingredients are used and are transported to the drug product plants. The output obtained by the manufacturing plant will promote the global sales of about many billion US dollars. Pfizer selected this particular place because of well established corporate information technology unit (Kotler, 2002). From an American-intensive chemical manufacturing company, Pfizer has shifted to a global research based pharmaceutical business. As a result, it has become the worlds biggest healthcare company based on research. Products: In 2007, the company performed extremely well and made such changes that have enhanced its future performance. Lyrica, Sutent and Chantix played a Key role and performed extremely well. Currently Pfizer has ten dissimilar divisions and encourages thirty-one diverse main products. Within each groups, the divisions and major products are: Cardiovascular and Metabolic Diseases, which includes Lipitor, Caduet, Norvasc, Diabetes, Arthritis and Pain, Central Nervous System Disorders, Infectious and Respiratory Diseases. Apart from this, Pfizer have six products that are into the pipeline of RD. Financial outcome: In 2007, the company reflected strong financial performance. The company focused on constructing the value by attaining the financial goals, restricting spending, and maintaining the cost structure. In order to deliver the vast shareholder return, new program is approved by Board of Directors. Apart from this, the company announced an increase of 10% in the first-quarter of 2008. This has increased the share holder wealth. In the fourth-quarter of 2007, Pfizer showed revenue of $13.1 billion and in the year-ago quarter; it reflected an increase of 4%. Foreign exchange has a great impact on revenue of Fourth-quarter 2007. Apart from this, there is an increase in the second quarter revenues. In 2005, Pfizer showed a net income of $8,085 million, this reflected a decline of 29% in 2004. The company has the huge budget allocated for RD. It has strong predictable cash flow in the next thirty months. Last but not the least, Pfizer shows a stable EPS growth (Organizationa l Culture and Product Innovation, 2004). Relevance of these outcomes in my study These outputs play an important role in estimating the company’s strength and achieving its long term objectives. Apart from this, these also support the extensive plans of the companys operations and increase the shareholders’ wealth. Innovative products can bring huge profits for the company, since they will attract the consumers. New product development is the strong capability of the Pfizer due to its determination, focus and dedication to research. Pfizer is becoming financially secure because of the company’s strong endeavor for developing the new innovative products. Hence, these form the important part of the study. Interrelation between the outcomes All these outputs can not operate independently; they are interlinked to each other. To develop innovative services and products is a critical issue for any company and it determines the level of financial outcome that the company will receive. If the company plans to open the manufacturing facilities, it has to see the scope for the new innovative products. Company will try to find out the success rate it will obtain by opening the new facilities. Financial measures are taken as the lagging indicators that derive the outcomes from precedent actions. Restricted reliance on financial indicators will lead to the behavior that forgoes long-term creation of value for short-term performance. Hence, proper estimation of the financial constraints is important. To expand the company business the company needs to be sound in its financial policies. Greater the financial outcome greater will be the company’s strength. Innovative products have the capability to secure the company financially. In the pharmaceutical industry, product market is getting saturated and forcing the company to spend a huge portion of budgets on differentiation of product and in the marketing activities among the competitors. Synergies created by the output Positive synergy is created by these outputs. If they are properly aligned, they can yield to a huge profit. The proper investment in any field is precious because the firm gets the opportunity to take the advantage of new opportunities, which can derive the continuing development for the company. The total budget assigned for the development of new products by the company is the highest in the industry and can not be imitated by the competitors. Hence, development of new product development is exclusive and valuable to the organization. For this, the company uses the patent and license. New product helps in acquiring strong product portfolio. Proper financial investment in sales force plays a critical role as it determines the company’s strength in terms of profits and revenue. This example was found in the products such as Stutent and Lurica. The company’s internal process should be in line with the Pfizer external functions and must focus on the reorganizing procedur es and processes so as to develop the efficiency in the operational activities to achieve a competitive advantage by spending fewer amounts. On the other hand, huge problems can arise if there is lack of proper coordination between these outcomes. All the outcomes are interlinked, so if they are not managed properly, they can put the company in trouble. Therefore, development of facilities requires huge research. And for this, company is required to properly allocate the resources to all the departments. Major chunk of revenue is used in the research and the development. If any wrong decision is taken related to the development of new product without undergoing through analysis, the company can incur the huge financial losses, which will ultimately hamper the trust of the various stake holders of the company. If any strategy is missed out, it will lead to the space for the substitute products; for this, the company has to incur heavy loss. Therefore company should take the proactive steps in order to defend the competitors. For this, the in depth analysis is required by the company. Therefore, efforts of all the departments in a coordinated manner are required (Kotler, 2002). References Kotler, P. (2002). Marketing Management: Strategies of Pfizer (11th Edition). New Delhi: Prentice Hall of India. Organizational Culture and Product Innovation. (2004). International Business Review 13(6): 685-703. Pfizer Inc Third-Quarter 2004 Performance Report. (2008). Retrieved April 28, 2008 from http://www.prnewswire.com/cgi-bin/stories.pl?ACCT=104STORY=/www/story/10-20-2004/0002289038EDATE= Pfizer: A healthy business vision. (2004). Retrieved April 29, 2008 from http://www.edb.gov.sg/edb/sg/en_uk/index/news_room/publications/singapore_investment04/singapore_investment10/pfizer_a_healthy.html

Marginal images – the potentials and limitations.

What are the potencies and restrictions of the fringy image?Why do fringy images exist? Before the traditional signifier of the book emerged in manuscript signifier, thoughts and events were codified onto coils. Because they were one uninterrupted axial rotation of stuff it was necessary to make divisions between the text and the border was the most practical and aesthetically pleasing solution. Medieval bookmans would hold to warrant the text by manus in order to heighten the aesthetic quality. Books of Hours are a common illustration of both cloistered authorship and the fringy image. Their intent was to aid people ‘s day-to-day supplications ; frequently merely including the first lines of certain supplications, anthem and extracts from the Bible, in peculiar the Psalms. Although originally for members of the clergy and the cloistered community, the wealthier categories started commissioning them to better their position. Marguerite ‘s Hours is a peculiarly utile illustration – a cardinal image shows the three Magi at Bethlehem, one points to a star. In the border we see the frequenter kneeling outside the cardinal infinite, she can non come in as it is holy. Around are monkeys or babewyns ( this term covers all composite animals ) and they reflect the actions of those in the cardinal image. Camille discusses the beginning of their presence: in Gallic ape is le scorch, really near to le signe. Monkeys hence signify representation itself. Their presence besides pertains to the head of a courtier – neither a profane or sacred province of head reflects their life at tribunal. Marguerite is concentrating her attending on the holy infinite but is still in the & A ; lsquo ; carnival ‘ border. At first glimpse the fringy images seem incoherent following to the cardinal 1s. Camille suggests that the images were a verbal and ocular manner for elect audiences [ 1 ] . He besides explain s that borders merely became an country for art when text as a cue for address was replaced by text as a written papers for its ain interest. Fringy imagination became more of import due to this different usage of text – words needed to be recognised more easy taking to a decreased amplification of the initials. Camille suggests that the frequently amusing nature of the images originates from the large-scale production of the texts – errors were bound to happen and the illuminators took advantage of this. In the Ormesby Psalter, Camille shows that people & A ; lsquo ; enjoyed ambiguity ‘ [ 2 ] as it is easier to bask and esteem the sacred when it can be contrasted with the profane. For illustration, there is a nun in the Psalter who is used to stand for the deficiency of celibacy in monasticism. She should be like the Virgin Mary yet she suckles a monkey, the scorch, doing the image a monstrous mark of the nun ‘s human wickedness. Maps besides offer an penetration into fringy images and the positions of the people who commissioned them. Friedman explains that there are two types of map: the Noachid or T-O map, a cosmogonic and theological map of the universe with & A ; lsquo ; ethnological purpose ‘ [ 3 ] ; and Macrobian which is region-centred and concerned with clime, taking to & A ; lsquo ; utmost people in utmost topographic points ‘ [ 4 ] . In Noachid maps, Jerusalem is the theological and geographical Centre of the universe. In Freidman ‘s illustration, the Hereford map ( c.1290 ) Jesus is at the top, or East of the map. It is the same in the Ebstorf map ( c.1240 ) , caput in the East, hands in the North and South and Feet in the West. Both maps have a set of & A ; lsquo ; monstrous races ‘ clustered at the border ( s ) of the map – they about appear pushed at that place. In the Hereford map, there are some of these races in the North, they are held back by Alexander Ã¢â‚¬Ë œs Gate of Brass to & A ; lsquo ; forestall the dirty peoples from nearing the Centre in the same manner the Nile confines the Plinian [ southern ] races ‘ [ 5 ] . Macrobian maps are wholly different as they illustrate climatic differences including a conjectural 2nd temperate zone in the Antipodes ( opposite-footed or Southern part ) . This poses sever fringy and doctrinal jobs – the Antipodes was an country which had the possible to host temperate peoples merely like themselves in the West, yet how would they hold a impression of their Godhead, the Christian God while they remained strictly conjectural? This type of map projected a general thought that morality and the visual aspect of monstrous races were due to habitat. Friedman offers descriptions of the Plinian Races which in our eyes is about amusive. The term Plinian originates from Greek and Roman descriptions. Pliny, being a Stoic, oversimplified the races, increasing their restrictions of accurate description s of them. Over the centuries new races were created by dividing and uniting bing 1s – the mediaeval people enjoyed big Numberss of them. However there are immense restrictions in their representations: why did n't the overdone representations disappear when coevalss went at that place? Friedman suggests that there was a psychological demand, to exert their imaginativenesss, to advance the fright of the unknown to maintain people faithful. Another ground is that some of the races really existed – pigmies, matriarchal & A ; lsquo ; Amazon ‘ societies and the Amyctyrae, perchance based on the Ubangi tribal usage of lip-stretching. He besides says that the description of the sciapod may hold been due to the extraordinary airss of yoga. Such mistakes in perceptual experience lead to decrease in the potency of such images. Cohen looks in to the thought of the fright of the unknown in the signifier of the Donestre. It illustrates the misperception and the psychological demands of & A ; lsquo ; others ‘ . Medieval people were marginal obsessed with unusual people. The Donestre represents the & A ; lsquo ; other ‘ who can place with you but has the power to transform you into a portion of itself. & A ; lsquo ; The Donestre transubstantiates the adult male ‘ [ 6 ] . Such representations reinforce the thought that the profane being utilised to heighten the sacred. Anglo-saxon England contained a intercrossed people [ 7 ] – the Donestre became of a form of & A ; lsquo ; a organic structure that absorbs difference without wholly cut downing or absorbing it ‘ [ 8 ] , a utile tool to reflect their intercrossed society and themselves within it. Maps and monstrous races offer the restrictions of fringy images of the other – faraway races which were non encountered everyday. They are limited as the medieval people fabricated or misinterpreted many of them. They do hold some possible nevertheless, as they provide an penetration into the mediaeval projection of the other and their position of themselves, for case the fright of being like those races and utilizing themselves to show or reassure themselves of their high quality. Marginalised Hebrews are wholly different as they were the seeable other within society. Art is non a mirror of historical society but it can intercede for us. In fringy images, harmonizing to Strickland, they were legally-bound to be identifiable within the crowd, they are frequently shown have oning odd-shaped chapeaus. This differentiation was required as, unlike Muslims or monstrous races, Jews were non easy to separate on a strictly ocular footing. Rubin explores Christian representations of host profanation ; in most rhythms they originate from a Parisian image- typically a Jew persuades a Christian adult female to steal the host from Mass and convey it to him in exchange for a garment. The Jew ( s ) proceed to knife the host to prove it as the organic structure of Jesus. This presents jobs in itself ; Jews did non accept Jesus as their Messiah so why would they experience the demand to prove it? The host begins to shed blood after they stab it, as the organic structure of Chri st this echoes or repeats the crucifixion which happened at the custodies of the Jews. The desecrators so seek to destruct it by firing, boiling or concealing it. However an phantom of Christ in assorted signifiers will emerge taking to either the host being found or Christians walk in during the phantom. The Jews are normally converted by what they have witnessed. This is due to a new focal point on the Eucharist and liturgical jobs the fold faced – it was hard to understand transubstantiation. The clergy could utilize these images to demo that if even Jews could be converted it would be foolish non to believe in the true organic structure and blood of Christ. Even after the Jews in the narratives convert they would normally be punished or executed. Hebrews were capable to force and humiliation throughout the mediaeval period, Christian images reinforce this outlook. Strickland besides talks about a thirteenth-century image showing the narrative of Theophilus, a Christian churchman who outwitted the Devil. In the image, a papers is passed to the Devil by a Jew. His facial characteristics are no different to the Christian but his chapeau identifies him. This image pertains to the thought that this Jew acted as an intermediary between Theophilus and the Devil. The Jew appears affluent, possibly due to the wickedness of vigorish, beef uping the statement of his association to the Devil. It is clear that Christians used art to project a negative image of Jews. It makes us inquire why they tolerated their presence in their society if they were so repulsed by them. Although we do cognize that England sent all Jews into exile some old ages subsequently. For me the most interesting fringy art is that made by Jews within this mostly Christian society. Harmonizing to Epstein, the Jews were present in mundane society but did non absorb to the full, taking to involvement anomalousnesss in lighted manuscripts. He besides points out that there are three variables for the manuscripts: did Judaic creative persons illuminate them? Did Christian artists light them? Does it non matter which artist as the frequenter may non hold allowed any free reign? Epstein talks about the thought of following and accommodating which is what a Judaic illuminator would make – accommodating recognized Christian iconography to accommodate a Judaic intent in a elusive manner. If Christians were lighting so & amp ; lsquo ; mediaeval Judaic art ‘ can non be, as they would hold conformed to acceptable traditions as good. The statement in basically inconclusive: the fact that the text is Hebrew does n't govern out a Christian creative person in the same manner that stylistic similarities do n't govern out a Judaic 1. Why would a Christian agree to do art for a Judaic intent, particularly if it was an anti-Christian one? Did the Jews non gain Christian creative persons were enforcing their conventions on them or was it strictly assimilation? It is possible that the Christians did n't gain what they were painting due to them non reading Hebrew. It is really of import to gain that these images were created for a Judaic audience, that is why it is & A ; lsquo ; Judaic art ‘ . They were to the full cognizant of Christian modern-day art and their unpopularity in society, so possibly by conforming to traditions they could defy in a less open mode. Strauss argues that erudite Jews would be able to decode the symbolic linguistic communication created which would protect the community from Christian persecution. Epstein discusses the fabrication of the fox and the fish which promotes the thought of the weak get the better ofing the str ong & A ; lsquo ; If we are afraid in the component in which we live, how much more so should we be in the component in which we would decease! ‘ [ 9 ] Animal symbols in the borders are really interesting as they show what the marginalised parts of society do with their ain borders. The hare-hunter is really utile in footings of animate being symbolism. In Hebraism it is out to run so why would a Judaic adult male return place with a non-kosher hare? Epstein discusses the thought that it may hold come from a similarity between Hebrew and Jewish words – it is non intended to be an amusive mnemonic but an identifiable symbol of the Jews as the hare, the prey. It allows them to keep their positive self-perception, necessary since the flight from Egypt as they can utilize such images to parallel modern-day societal fortunes. To summarize Epstein positions on & A ; lsquo ; Judaic mediaeval art ‘ it seems it provided a safe blowhole to let go of choler, hidden behind th e non-vernacular Hebrew, choler about expatriate and persecution while looking to accept the state of affairs on the surface. By analyzing art as a safety valve it can assist us understand Judaic self-perception and their internalized positions as a Western Medieval minority. In decision it seems the art of these Jews seems to hold the most possible in footings of fringy art. That is to state it gives a personal and & A ; lsquo ; honest ‘ penetration into their ideas. The jobs or restrictions of all the other signifiers discussed in the essay are they come from one western position, projecting positions onto others which will ever restrict their authorization.BibliographyM. Camille, Image on the Edge: The Margins of Medieval Art, ( London: Reaktion Books, 1992 ) M. Camille, The Gothic Idol: Political orientation and Image-Making in Medieval Art, ( Cambridge: Up, 1989 ) J.B. Friedman, The Monstrous Race in Mediaeval Art and Thought, ( Cambridge: Mass, 1981 ) J.J. Cohen, Monsters, Cannibalism, and the Fragile Body in Early England, hypertext transfer protocol: //www.gwu.edu/~humsci/facpages/cannibal.html D.B. Strickland, Saracens, Demons, and Hebrews: Making Monsters in Medieval Art, ( Princeton: Up, 2003 ) M. Rubin, Gentile Tales, The Narrative Assault on Late Medieval Jews, ( Yale: Up, 1999 ) M.M. Epstein, Dreams of Subversion in Medieval Art and Literature, ( University Park, Pennsylvania: Up, 1997 ) [ 1 ] Camille p. 13 [ 2 ] Camille p. 28 [ 3 ] Friedman p. 42 [ 4 ] Friedman p. 42 [ 5 ] Friedman p. 45 [ 6 ] Cohen p. 2 [ 7 ] Cohen p. 3 [ 8 ] Cohen p. 3 [ 9 ] Epstein p. 9

Investigate differing learning styles of an AVCE second year student group Essay

1. Abstract This report investigates differing learning styles of an AVCE second year student group. Firstly the report provides a critical account of the context of the course; it’s provision and relevant information about the learners and how some aspects of learning theory can be applied within the delivery of the Project Management module. Taking into account the theoretical issues a scheme of work, lesson plans and teaching material was prepared for the project management module, which I am unit leader for next semester. The second part of the report provides a critical review of the scheme of work and lesson plans and justifies the learning strategies used. It explains how individual needs and support issues have been addressed and considered when planning and delivering a lesson. The report concludes with an evaluation of the strengths and weaknesses of the sessions. 2. Table of Contents 1. Abstract 1 2. Table of Contents 2 3. Terms of Reference 3 4. Understanding and Managing the Learning Process 4 4.1 Introduction 4 4.2 Factors influencing the ability and desire to learn 4 4.2.1 The Course Provision and Group Members 4 4.3 Theories of Learning 5 4.4 Relevance of Bloom’s Classification of the cognitive domain within the learning process of AVCE students 7 4.5 Aims, objectives and outcomes of the scheme of work, lesson plans and learning materials in relation to the cognitive learning taxonomy 10 4.6 Teaching and learning strategies deployed in the development of the project management unit 12 4.7 The importance of language, literacy and numeracy 13 4.8 Evaluation of teaching and learning strategies 13 4.9 Evaluation of learning materials used 14 4.10 Evaluation of Student Learning 14 4.11 Strengths and weaknesses of the sessions 15 5. References 16 6. Bibliography 17 Appendix A Scheme Of Work†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..18 Appendix B Lesson Plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.19 Appendix C Teaching materials†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..21 Appendix D Presentation Slides †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..22 3. Terms of Reference This report is intended to satisfy the requirements of an assignment that has been set as part of an In-Service PGCE in Education. A group of learners will be selected that I am currently teaching and relevant information about these learners will be provided along with some of the factors influencing (positively or negatively) their learning. An account will be given of the main features of one or more theories of learning, which seem to you to be relevant to these learners. As a result a scheme of work and lesson plans will be prepared and delivered. The report will conclude with an evaluation of the scheme of work and lesson plans and how the experience will affect future practice. 4. Understanding and Managing the Learning Process 4.1 Introduction Understanding and managing the learning process is key to enhancing the teaching and learning experience. In order to achieve this goal research was undertaken into relevant learning theories and factors that influenced the ability and desire to learn. The knowledge gained was then applied to the planning and delivery of curriculum to students enrolled on the Advanced Vocational Certificate in Education (AVCE) at Wakefield College studying. The report includes a critical review of the scheme of work, lesson plans and learning materials designed to meet the learning objectives and outcomes of the course. 4.2 Factors influencing the ability and desire to learn Some of the factors that influence the ability and the desire to learn of a group of students on the second year of an AVCE in ICT at Wakefield College have been examined in order that the learning process can be understood and therefore more effectively managed. 4.2.1 The Course Provision and Group Members The Project Management module is one of 12 units that are studied as part of the AVCE for students at Wakefield College. Students on the course are aged between 17 to 19 and most have achieved GCSE results at mainly Grade D and Grade E. The group of consists of 14 students and of these a cross section were selected to discuss their aspirations and motivations. To keep the identities of the following students confidential, students have been addressed A to E respectively: Student A came into the college with poor GCSE results and had to complete the foundation course before undertaking the GNVQ Intermediate in IT. During this time she was diagnosed dyslexic and since has received support for exams and her dyslexia tendencies are taken into account during delivery on the units. She contributes well verbally in group discussions, however she is always reluctant to type or write down information whilst being observed by other students or class tutor. Her motivation to succeed is exceptional which has led to outstanding achievements on her first year of AVCE. She has applied for IT courses at several universities and now awaiting offers. She is employed part time at a local solicitor’s and has been offered sponsorship to continue to study for a degree in computing. Student B is a close friend of Student A and also completed a GNVQ Intermediate in IT with above average grades, he now wishes to eventually obtain a degree in a computer related subject by studying for his HND in Computing at Wakefield and then topping up to the Sunderland University BSC in Computing. His preference is to complete a good proportion of work at home, which he does to a high standard, however this often leads to him distracting other members of the group during class time. This impacts on other students who do not have the commitment to work at home for example student C. Student C again started at Intermediate level and achieved adequate grades, however his levels of concentration are poor, he is easily distracted and he often fails to complete his work. This is a concern as he is planning to progress onto the HND Computing course and will need to prove that he has the motivation and the ability to cope with the workload. He has worked part time in the computing section of Staples and shows a good understanding of hardware issues but struggles with the application side of computing and completing course work. He appears to be more ‘hands on’ student rather than academic. Student D has chosen to do a computer related course to increase his prospects of employment in the computing field. He intends to continue his studies at Wakefield College in order to achieve a BSC in computing. Although not academically brilliant he is a very conscientious and independent worker who tries exceptionally hard to succeed and consequently achieves good grades. He work part time as a window cleaner. Student E is the girlfriend of Student D and initially chose to do a computer related course to increase her prospects of employment and has no intention of progressing to University. The fact that she receives Education Maintenance Award (EMA) is the key motivation for attending the course and she gives the impression that doing this course is better than doing nothing. She lacks enthusiasm for the subject matter and at times the only thing that keeps her on track is the help and support she receives from her boyfriend. 4.3 Theories of Learning Evidence suggests there are many theories of learning often one theory contradicting another, this is substantiated by Reece (2000, p.69) who claims â€Å"that for every piece of research that tells us to do something a particular way, there is another piece that suggests, not necessarily the opposite, but a different way†. This report concentrates on some theories on learning styles and learning taxonomies and how these can be applied to understanding and managing the learning process of a group of AVCE students. 4.3.1 Learning Styles There is strong evidence to suggest that students learn in several different ways and planning to deliver curriculum to the AVCE group must consider the four main learning styles identified by Honey and Mumford (1986): Activists – enjoy the present, like the immediate experience and respond to short-term issues. Reflectors – prefer to think about things and explore all aspects before coming to a conclusion. Theorists – like principles, theories, models and systems. Logic rules! Pragmatists – look for new ideas and are keen to experiment. The choice of learning strategies will therefore determine how much a student is motivated and a key aim must be to offer all learning styles some element within the lesson that enhances there learning experience. 4.3.2 Learning Taxonomies In addition to the recognised learning styles, learning can be separated into three main domains, psychomotor, cognitive and affective domains. Within each of these domains there are specific levels identified by Honey and Mumford, Bloom and Kolb amongst others. Taxonomies usually refer to the classification of life into similar groups, but for the purposes of Bloom, a taxonomy was described by McLeod (p. 1029) as: â€Å"†¦the science or practice of classification.† Cognitive Domain The Cognitive domain looks at the intellectual skills and abilities, considering knowledge, comprehension, application, analysis, synthesis and evaluation with knowledge being the easiest level. The cognitive domain suggests that knowledge allows someone to state something. Moving sequentially through each stage to higher levels, allows a student to learn the full range of cognitive skills i.e. to explain, apply, differentiate between, summarise and evaluate. Petty (1998, p.347) states that it is important to â€Å"†¦include the higher-order objectives in your teaching or these skills will not be developed†¦Ã¢â‚¬  Simply gaining knowledge is the first stage of learning and is the building block for the higher cognitive levels, which without such could not be reached. Encouraging the student to comprehend, apply and evaluate, enhances their learning process. For example, a student may know what a mathematical formulae is, understand that it can be used to solve some mathematical problem, but may be unable to apply it and derive an answer. Affective Domain The Affective domain is concerned with attitudes and deal with feelings and emotions. Petty (1998) suggested that this means a student has the social skills, is able to listen to, be aware of, or is able to appreciate something. Psychomotor Domain The Psychomotor domain focuses on a student’s dexterity, and is predominately physical tasks that need practice. It is similar to the cognitive domain in that it progresses from the simple to the complex where physical skills are concerned. Although all three domains could be considered appropriate to the teaching and learning experience of the AVCE group, Bloom’s taxonomy of the cognitive domain has been identified as the most relevant to the AVCE group and the theory has been studied in much greater detail and then applied to the case study. 4.4 Relevance of Bloom’s Classification of the cognitive domain within the learning process of AVCE students Bloom defined the following areas in his classification of the cognitive domain, as knowledge, comprehension, application, analysis, synthesis and evaluation. Knowledge is the ability of a student or person to be able to recall and recognise information. Child (1993) proposed that someone couldn’t operate cognitively without a basic amount of knowledge. The AVCE students have demonstrated that they have a certain level of knowledge by being accepted on to the second year of the course. Some students have more knowledge than others, which is likely due to a greater degree of application on the first year and the motivation to work at home. Some of the students appear to have a slightly wider experience of relevant computing knowledge and are able to recall and recognise information more readily. Student C who is easily distracted and often fails to complete his work does show he has quite extensive knowledge in specific IT areas that are related to his work at Staples where he deals with the computing hardware side. Comprehension is the ability to illustrate, explain or describe the reasons for something. This area of understanding can be fairly basic. All the students have a generally equal level of comprehension in the subject areas, although Student A has more difficulty explaining reasons in written report format or under exam conditions. Application is the ability to take the knowledge and comprehension of something and to utilise this in new situations. Using the mathematical formula example, knowledge is where a student is aware of or knows the formula, comprehension is the understanding that the formula can be used to solve a particular problem and application is having the ability to use the formula to actually solve it. There was evidence of prior learning being applied to a new situation whereby the knowledge gained when produced a user manual for a spreadsheet unit was applied to producing a user manual for the database unit. Also Students explained that the group work undertaken in the multi media unit was a good way of pooling knowledge and comprehension. Consequently, the project management unit I am leading will include a group project to develop a web site. The intention is to team those students who demonstrate good organisational skills with those who show an aptitude for graphical design. Group work has shown that the knowledge, comprehension and application of a group can be higher than the individuals themselves would achieve, as not everyone is a specialist in every field. Analysis is the breaking down of something into its component parts, differentiating between similar items and the ability to compare and contrast. All the students interviewed for this report were able to use the knowledge and comprehension of information they have been given and apply this to new situations. Synthesis is the ability to take the component parts and either rearrange or combine them to form a new or different whole. A particularly relevant example of analysis and synthesis is demonstrated when considering the rescheduling of tasks when a crisis situation arises during the project lifecycle. The project manager can study the critical path of the project and determine where resources can be reallocated or extra resources brought in order to ensure that the project is still delivered on time and to specification. The project plan can then be updated to produce a new schedule, which does not necessarily look like, or work in the same way as, the original. In the Project Management unit they are able to look at the scheduling of other Project plans prior to producing their coursework assignment. Synthesis will then allow them to take individual processes from this analysis and combine them as they investigate a business problem and produce a Project Management solution. For the second semester unit students will be shown how to create a project plan for the websites development, and will gain an understanding of the importance of scheduling and resource allocation. Evaluation requires judgements to be made as to what elements of the project went to plan and what lessons can be learned from the overall project experience. For example, the project manager will evaluate the finished product after implementation. This allows them to see if future projects can be managed more effectively and efficiently. Using the Project Management unit as an example, once the project plan is implemented, an evaluation of the project will allow the students to check if the product they have designed was produced as planned, to specification, within budget and timescale. Word Count 2083 4.5 Aims, objectives and outcomes of the scheme of work, lesson plans and learning materials in relation to the cognitive learning taxonomy The evidence gained during the research and interviews carried out facilitated the production of scheme of work, (Appendix A) lesson plans, (Appendix B) and learning materials (Appendix C) for the Project Management unit. The scheme of work identifies how each session builds on the previous session and each lesson plan shows evidence of how Bloom’s taxonomies has been incorporated into the learning process. The aim and objectives of the unit were to outline how to produce a project plan prior to the student producing their own project plan for the web development. Knowledge – All lecture topics have been developed on the basis that students have no prior knowledge of each stage of project management. The only assumption was the students had completed the tasks in the preceding practical session, however, not having completed the tasks should not interfere with their learning of the lecture topic. The scheme of work has been written in a way that does not penalise a student for not having grasped any particular fragment of the course, being as it is, modular in design. Each lecture consists of a PowerPoint presentation followed by a brief demonstration on the interactive whiteboard. Each week previous learning is checked prior to and often during the lecture to check the learning. building upon the week before with the subject matter progressively gaining in complexity. Comprehension – All the students will be encouraged to ask questions at any point during the presentation/demonstration if they require additional clarification. The intention is to check their comprehension by asking if they can provide examples to justify a point made and then opening up discussion to the whole group. Application – Knowledge and Comprehension will be combined when attempting the task sheets written to accompany each week’s lecture topic. These sheets are not handouts in the usual sense, each one consisting not of information for a student to refer to at a later date, but tasks that will facilitate their learning. The tasks cater for individual interpretation of the problem statements, allowing each student to develop the subject matter with their knowledge and understanding. Analysis, Synthesis and Evaluation – Students will be actively encouraged to explore alternative project management software, breaking each one down into specific functions and comparing and contrasting how well they facilitate the task of managing a project and the application limitations. There will be a requirement to evaluate the overall effectiveness of the application. 4.6 Teaching and learning strategies deployed in the development of the project management unit The project management unit was designed in line with the cognitive taxonomy described earlier. Lectures/Group discussions Students are given lectures whereby information is presented from which knowledge and comprehensive can be gained by interaction in group discussion. For Student A and Student B asking questions and providing answers to questions comes naturally as they are both confident members of the group. However Student D is a very quiet member and through a basic lack of confidence always appears reluctant to come forward therefore subtle probing is required to check his learning and ensure that he has fully understood the subject matter. One to one tuition Although Student C is usually willing to interact if directly questioned often, one to one tuition is needed as due to his lack of concentration he often lags behind the rest of the group and needs more thorough recapping of prior sessions. Whilst Student E often shows little interest in group discussions she will ask later in the practical session if she has not understood a certain element. Tasks In order to encourage students to apply knowledge and comprehension to a new situation the scheme of work includes a simple task to plan a birthday celebration and consider all the tasks involved, and the sequence with which they undertook the tasks and who would be responsible for each task. Students were then given the opportunity to apply this knowledge by completing the task sheets. Demonstration In the later weeks once the basic project management principles have been taught then students progress to using the project management software at this point demonstrations are included in the lesson plan to illustrate the use of the features of the project management tool. Students are at this point encouraged to part take in these demonstrations. One of the main problems is that students progress at varying rates throughout the unit and to ensure that this issue is addressed I have built in further complexity to stretch the more able student by for example introducing more complex scheduling and updating techniques within the project plans. This provides an opportunity for the tutor to concentrate on an individual group member without restricting the progress of others, meaning that all students will be able to feel that they have accomplished something of value in each session. However, the scheme of work does progress through a logical pattern. For example, the principles of project management precede the creation of a project plan. The students will then learn topics of progressive complexity before creating a project plan for a commercially acceptable web site. 4.7 The importance of language, literacy and numeracy In today’s environment where employers are increasingly looking graduates that possess good communication and numeracy skills it is important that these elements of teaching and learning are incorporated into lesson plans and schemes of work. Presentation skills are developed within the project management unit as students are required to present their website to their client in a professional manner by the use of a PowerPoint presentation. Report writing skills are developed, as the assignment brief requires students to produce their evidence in report format. Students are encouraged to communicate both verbally in group discussions and by written communication in the form of agendas and minutes of meeting they have held within their group and with their client. Student A who is dyslexic is supported by proof reading her assignment work prior to submission and understanding her anxieties about being watched whilst keying in information. The application of numbers within the project management unit is limited to calculating the estimated duration of a task using the Program Evaluation Review Technique, a formulae that explores the probability, i.e. optimistic duration + pessimistic duration + (3 x most likely duration) divided by 6 Other mathematical skills are using when determining the critical path of a project. 4.8 Evaluation of teaching and learning strategies Detailed study has shown that Bloom’s taxonomy is relevant to all the students I teach. In particular, recent experience teaching the AVCE group has highlighted the need for students to have both knowledge and comprehension, and in order to achieve the higher grades students must also possess the ability to apply, analyse, synthesise and evaluate. As is evident in the study, if the lower levels of learning are not achieved i.e. the knowledge and the comprehension then students will be unable to achieve the higher levels such as analysis, synthesis and evaluation. Although these higher levels are not often required to pass the AVCE unit there is an expectation that they will need be achieved if they progress to Higher Education (HE). Student A, Student B and Student D are already showing signs of reaching the higher cognitive levels however in the case of Student C and Student E there will be a strong need to build on their knowledge and subject understanding in order to become proficient in analysing, synthesising and, most importantly, evaluating their work to ensure that they succeed at any higher education qualifications they undertake. In conclusion the cognitive domain theory can easily applied to the development of the project management unit in order that students can learn to produce good project plans. 4.9 Evaluation of learning materials used As a result of doing this research, I now ensure that basic knowledge and understanding of subject matter is achieved by recapping both in group discussion and on a one to one basis with individual students. I also plan individual lessons in greater depth and look for new ways to break up the learning process into more manageable chunks, by using tasks sheets and group work and the requesting agendas and minutes are taken. I have explored the use of electronic tools such as Course Genie in order to provide a much interactive way of presenting information. I am now proficient at using the whiteboard and actively encourage students to use it during group discussions. In conclusion I feel that by gaining a good understanding of the individual needs of my student I can adapt lessons to suit. This is substantiated by Stephens and Roderick (1971) who state, â€Å"that a failure to select methods that are appropriate to the real needs and interests of the students will weaken their educational achievement† 4.10 Evaluation of Student Learning Assessment of student’s learning is two fold. Firstly work produced during each practical session, is checked and commented upon. Secondly more formal assessment takes place by marking the three assignments and feeding back on the PowerPoint presentation. As this is the first course for which I have been responsible for the complete management of the learning process, I am as yet unable to critically discuss the effectiveness of the strategies and materials. However, I am confident that the students will learn more effectively from this style of content delivery than they have from the previous project management material that was I asked to deliver last year delivered with the very limited material provided for me by previous unit leader. 4.11 Strengths and weaknesses of the sessions As the scheme of work and lessons are not planned to be delivered until 24 January 2005 the strengths and weaknesses cannot at this moment in time be reflected upion. 1556 5. References Child. D., (1993), Psychology and the Teacher, Casell Education Ltd, London. Curzon. LB., (2000), Teaching in Further Education: An Outline of Principles and Practice, Continum, London. Huddleston. P. & Unwin. L., (1997), Teaching and Learning in Further Education: Diversity and Change, Routledge, London. Petty. G., (1998), Teaching Today, Stanley Thornes, Cheltenham. Reece, Ian & Walker, Stephen (2000) Teaching, Training and Learning a practical guide 4th Edition, BEPL, Sunderland. Stephens. MD. & Roderick. GQ., (1971), Teaching Techniques in Adult Education, David & Charles, Newton Abbot. 6. Bibliography Bennett. N. & Carre. C., (ED’s), (1993), Learning to Teach, Routledge, London. Borg. WR. & Gall. MD., (1983), Educational Research: An Introduction, Longman, New York. Broadfoot. PM., (1996), Education Assessment and Society, Open University Press, Buckinghamshire. Castling. A., (1996), Competence based Teaching and Training, Macmillan, Basingstoke. Chitty. C., (ED), (1991), Post 16 Education Studies in Access and Achievement, Kogan Page, London. Cohen. L. & Manion. L., (1983), A Guide to Teaching Practice, Routledge, London. Cohen. L. & Manion. L., (1989), Research Methods in Education, Routledge, London. Cohen. L. & Manion. L., (1996), A Guide to Teaching Practice – 4th Edition, Routledge, London. Cosin. B. & Hales. M., (1983), Education Policy and Society: Theoretical Perspectives, Routledge, London. Entwistle. N., (ED), 1985, New Directions in Educational Psychology: 1 Learning and Teaching, Falmer Press, London. Freeman. R., (1993), Quality Assurance in Training and Education, Kogan Page, London. Jarvis. P., (1995), Adult and Continuing Education: Theory and Practice, Routledge, London. Minton. D., (1991), Teaching Skills in Further and Adult Education, Macmillan, Basingstoke. Murphy. R. & Torrance. H., (ED’s), (1987), Evaluating Education: Issues and Methods, Open University Press, Buckinghamshire. Reeves. F., (1995), The Modernity of Further Education, Bilston College Publications, Derbyshire. Rogers. J., (1989), Adults Learning, Open University press, Milton Keynes. Stores. E., (1994), Supervision in Teacher Education: A Counselling and Pedagogical Approach, Routledge, London. Tansley. P., (1989), Course Teams: The Way Forward in Further Education, NFER-Nelson, Windsor. Waddington. DJ., (Ed), (1985), Education Industry and Techniques, Pergamon Press, Oxford. Walklin. L., (1982), Instructional techniques and Practice, Stanley Thornes, Cheltenham

Medieval Armor Greatest Invention in European History

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