Active Learning At The Heart Of Mathematics

Active Learning At The Heart Of Mathematics
ACTIVE LEARNING in practice for Processes in Mathematics in the Primary School. Frank Quinn
Module MCS 3017 8th December 2014 Cockcroft (1982) states that problem–solving ability lies "at
the heart of mathematics" (p.73). The report also identifies in Para 243 the importance of offering
the opportunity to pupils to engage in problem–solving including the application to everyday
situations. This has been further promoted through the importance of the Cross Curricular Skills of
the Revised Northern Ireland Curriculum which promotes using mathematics, using communication
and using information and communications technologies (uICT). The curriculum experience also
requires the development of each pupil in the domains of thinking skills and ... Show more content
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Problem solving stems from a constructivist approach where the children are required to construct
and contextualise their learning around different experiences rather than simply absorb the
knowledge and move onto the next topic. The majority of problems have more than one way of
achieving the solution so therefore they can be approached in a variety of ways. Due to the freedom
of approach, problems can be attempted individually or through peer learning. This active learning
approach can make the learning, and the teaching, more enjoyable, whilst create an environment for
greater cross–curricular learning and understanding whilst promoting a positive attitude toward
numeracy and creativity. Problem solving in mathematics provides a window for the teacher to
obtain a view of the child's understanding of concepts within mathematics as they move through the
childhood concept development sequence (Charlesworth et al, 2011). The assessment of this
information can be gained through observing the child or using effective questions to draw out the
child's cognitive creative thinking as they develop the solutions for the problem. In the Foundation
stage, children discover problems through play–based activities, for example, they use non–standard
units of measurement such as blocks or Lego, to build a desired construct, thus they learn how to
recognise and use informal measurement. As the child grows and develops they
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Parametric Designs on Montgomery Modular Multiplier
In this paper I have used a technology – independent parametric model for hardware design to
capture the performance variations in terms of area and throughput with the number of pipeline
stages and replications. Hardware design are based on Montgomery Modular Multiplier design with
variable pipeline stages and replication. In this paper we use a general form of algorithms consisting
a loop with loop carried dependencies from one iteration to next iteration to map on parametric
hardware design with pipelining and replication features. We have used an optimization process
depend on this pipelined model, and this optimization process apply on to a Montgomery multiplier
implementation on a Xilinx XC5VLX50T FPGA with 100 Mhz clock frequency. I have used Verilog
– HDL to implement and validate these designs. Our optimization goal is speed and optimization
effort is normal in synthesis properties. For power analysis Xilinx Power Analyzer (XPA) is used
which gives the accurate total power for devices for different pipelining and replication values 
Montgomery multiplier, Modular multiplication, Design space exploration, field programmable gate
array (FPGA), hardware mapping.  Hardware designers are constantly working to improve circuit
performance in an attempt to outdo their competitors and satisfy consumers. Throughput is the
average number of instructions that can be processed by a microprocessor in a given time.
Pipelining is an optimization technique used ubiquitously

Reasons For Pe Being An Important Part Of The National...
The foundation subjects in the national curriculum comprise of history, geography, modern foreign
languages, physical education (PE), religious education, art and design, citizenship, computing,
design and technology and music (DFE 2013, p7).
All the foundation subjects have a place on the National Curriculum; however, for the purposes of
this essay we will be focussing on the reasons for PE being an important part of the National
Curriculum.
The National Curriculum (DFE 2013, p5) states that "every state–funded school must offer a
curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural,
mental and physical development of pupils at the school and of society and, prepares pupils at the
school for opportunities, responsibilities and experiences of later life".
It aims to "give children the knowledge that that they need to be educated citizens and gives an
outline of the core knowledge around which teachers can develop exciting and creative lessons to
promote pupils' knowledge, understanding and skills as part of the wider school curriculum" (DFE
2013, p6).
The key aims of PE on the national curriculum focusses on a healthy lifestyle developing
competence across several physical activity areas and for children to be active for sustained periods
of time and encouraging children to engage in competitive activities and sports (Smith 2014. P213).
At Key Stage 1 the national curriculum states that pupils should develop fundamental

A Critical Analysis of the National Numeracy Strategy Essay
A Critical Analysis of the National Numeracy Strategy.
The National Numeracy Strategy was implemented in September 1999, setting a target for 75% of
all pupils reaching at least level four in mathematics by 2002. This essay will focus on the findings
since the implementation of the strategy for both pupils and teachers. In order to do this I will
examine the Numeracy Strategy Framework guidelines, which state how the teaching of
mathematics should be carried out in primary education and evaluate some of the main criticisms
since the implementation.
Since the implementation of the Numeracy Strategy, a maths lesson should occur on a daily basis in
every class from reception to year six. According to the Framework of the Strategy, each ... Show
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When working with individuals or pairs, teachers need to ensure that the rest of the class is working
on related tasks and exercises.
The last stage of the lesson consists of a plenary session, which lasts between ten to fifteen minutes
and brings the whole class together in order to summarise what they have learnt. This stage of the
lesson should be a time to sort out any problems that children may have had, make links with other
work and to set homework.
Some plenary sessions may last longer than others depending on the outcomes for e.g. more time
may be needed for explanation and discussion to identify errors and misunderstandings. It is
important to iron out any problems at this stage before moving onto another task.
Although this is just a brief description of a typical lesson from the Framework guidelines of the
Numeracy Strategy, it is clear that the importance of mathematics is stressed over and over again.
This is evident where the Framework continually stresses the importance of linking mathematics
wherever possible. The Framework suggests that children should identify between mathematics and
other subject areas for e.g. in geography map reading will require calculations of measures and
angles etc. Teachers are encouraged to bring to the attention of their pupils where these links can be

Siop Lesson Plan for Literary Arts
SIOP Lesson Plan for Literary Arts
Sheri Ransom
Grand Canyon University: SPE 533N
December 5, 2012
This paper will explain how to incorporate the SIOP lesson plan for Literary Arts at the 5th grade
reading level which can be found at the completion of the paper. It takes into account the language
acquisition stages of development when presenting the lesson. The standard being followed for the
lesson is reading, analyzing and interpreting literature. The content objective is from the
Pennsylvania State Academic Standards which states, "students will be able to compare the use of
literary elements within, among texts including character(s), setting, plot, theme and point of view".
The language objectives chosen to align with the ... Show more content on Helpwriting.net ...
(Vogt & Echevarria, 2008) Students personal dictionary can have a section in which students can
write record idioms found in the text and work with partner to decipher meanings. An activity to
assist students in gaining understanding would be "Idiom Match Up" where they can use
illustrations or simple notations as the meanings then they can play a game with a partner using
index cards that display the phrase or word on one card and the meaning on another. In the Early
Advanced Stage, English Language Learners are able to communicate well and have good
comprehension of information. The teacher should provide various ways for students to engage in
realistic writing and speaking opportunities. (Vogt & Echevarria, 2008)
Questioning prompts can be used at any stage of language acquisition, when using it for this stage
the student will be required to respond to "why" questions when looking at sequential events from
the text or when requested to do a summation of the previous read text. Students at this stage would
be appropriate to pair with learners at the beginning level stage of pre–production. The last stage is
"Advanced" and students in this stage have near native speech fluency. The student has a good
comprehension of information in English as well as a n expanded vocabulary. At this stage students
are able to lead group discussions so a great activity for them to participate in

Early Years Education
Health and Social Care Unit 16 Age Range: 6–8 years Contents Page Introduction on early years
education Page 3 Types of learning Page 6 Techniques of learning Page 7 Assessments Every child
matters Page 9 Birth to three Page 10 Foundation Stage Page 12 National Curriculum Page 14 Topic
1 Page 18 Evaluation Page 24 Topic 2 Page 27 Evaluation Page 33 Theorists and theories Page 36
Bibliography Page 40 Appendix Page 41 Early Years Education Early childhood is a crucial stage of
life in terms of children's physical, intellectual, emotional and social development and of their well–
being. The growth in children is both rapid and differential. A ... Show more content on
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Maturation can be defended as genetically programmed development. Stages of development
‘switch on' at fairly predictable time during childhood. The changes occur quiet rapidly, and allow
a similar pattern in almost all children. Almost all individuals have a unique genotype. This affects
their aptitudes and intelligence. Certain children have noticeable cognition deflects that limit their
ability to learn. Some of the conditions that lead to such deficits are strongly influences by genetics.
The Role of Learning Learning is the main process by which children acquire behaviour and
understanding from the environment. Children learn in various ways and acquire new ways in
learning, as they get older. Learning probably contributes more to human development has it does in
any other species. This has enabled humans to adapt to living in environments and conditions that
are far different from those present during much of human evolution. The role of a child in learning
Children play an important and active role in their own learning. Most infants display an intense
curiosity about the world. This leads them to make the most of opportunities to learn through play.
Children also make demands on parents on parents in a way that leads to learning opportunities,
although without necessarily realising that this is what they are doing. The tendency of children
from around 3–6 years old to ask a long series of

The Development Of Children 's Education
5–7 years:
This age group of children will have to go through a transition from nursery to school; reception
year, (where practitioners still follow EYFS) and then children move on to key stage one, (where
teachers follow the National Curriculum Key Stage 1). Children's education is still based on play,
however now children have a lot more of adult–led activities in which they learn to concentrate for
longer periods of time. The environment in schools that surrounds children is more complex because
the children get to learn more, therefore some displays might contain bigger amount of more
complex mathematical language than we can find in a nursery setting. As children go into key stage
1, it isn't the only environmental look that changes, the equipment is also more complex and
advanced because it is aimed for children that are now at a higher stage of mathematical
development. As I discussed earlier– Early Years Foundation Stage changes and becomes the
National Curriculum Key Stage 1; the system changes a little bit and instead of 'carpet time' that
children used to have in the nursery becomes a 'lesson'. Some children in reception might still work
on their emergent mathematics. However, as they move up to Key Stage 1, children begin to learn a
lot more complex mathematics and it is not longer emergent because they have passed this stage
which should be fully achieved by now...
Children who did not go to the nursery might find it harder to learn in school and achieve their

Key Stages Of The Project Cycle
Activity Explain the four (4) key stages of the project cycle. Your response MUST describe the key
activities involved in EACH stage: Stage 1:Initiation: Develop a business case which describes the
business opportunity or issue and present to management. Once approved, then commence
feasibility study to research the issue/opportunity and possible solutions. Document solutions and
decide upon preferred option. Identify objectives and scope of solutions. Document all project
deliverables and impact on stakeholders. Define required qualifications or experience from selected
team and recruit for interested/suitable staff. Discuss key roles and assign responsibilities. Design
organisation structure which displays: governance, reporting ... Show more content on
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Develop Budget Plan which incorporates: labour costs, equipment/resources, materials,
administration costs, and contingency costs. Define Quality Plan with the following parameters:
identify customer requirements and deliverables, define criteria for the deliverables, outline
considered constraints and gain approval from all stakeholders. A risk management strategy will be
created which will identify and categorise risks around the project, determine the possibility of risks
occurring, and identify the impact for the project outcome. Stage 3: Execution: tasks that have been
defined within the Project Plan will commence. Record keeping and regular status updates will
commence, regular quality and achieved deliverables updates will be communicated to stakeholders.
Staff will be allocated to resolve and monitor issues and processes. Project completion criteria
should be met and deliverables achieved. Stage 4: Closure – Changes implemented into
organisation. All documentation pertinent to the project will be completed and handed over to
stakeholders for sign off. Project Closure report submitted. Reviews and evaluation of project
finalised. Benefits are assessed and lessons for future applications are logged. Explain why is
necessary to identify the stakeholders who might be involved or affected by the project? Involved
stakeholders have an interest in the outcome of the project. Their support can be critical to the
progress and outcome of the project.

Inclusion of Games in National Education Curriculum Essay
Inclusion of Games in National Education Curriculum
The inclusion of games in the national curriculum for physical education, provide children with a
wide range of benefits, which can lead to increased physical and mental development through sport.
Team games have recently been emphasised in the national curriculum, with a privileged status for
games establishing within the activity based framework of the national curriculum (Williams, 2000).
It is a common fact that sport can provide children with positive and enjoyable experiences, and
through the appropriate teaching and learning of games, these experiences can be developed to
provide children with the ability to realise his/her physical ... Show more content on Helpwriting.net
...
Key stage 1 states that pupils should be taught that regular exercise improves health and how one
feels. In order to encourage children to further participate in physical activity, the child's experience
must be an enjoyable one. It is no use taking a large group of children and have them running
around a gym with no real aim or objective. This is reflected in key stage 2 when it states that
children should be taught that exercise can be fun and sociable. Williams (2000), states that P.E
experiences need to be fun, exciting, challenging and rewarding. Games can provide children with a
variety of enjoyable and challenging experiences, including working as a team member, appropriate
competition and a variety of different game situations. There is the argument however that time
allocation for physical education in schools is not enough to improve the physical fitness of a child.
Siedentop (1994) states that time is always limited, and students should get as much successful
experience as possible. Although time scale is restricted, if the experience is enjoyable, then it may
lead to children seeking further opportunities in sport.
As well as developing and encouraging a physically active lifestyle, games is

Education And The Childcare Act
Since the government brought Every Child Matters and the Childcare Act 2006, every child between
3 and 4 years old is entitled to have 15 hours of free early yearsâ€TM education, over 38 weeks in
the year. The entitlement is funded by government via local authorities. The idea behind this is to
make sure all children have equal opportunities to education regardless of their social status. Also
their parents donâ€TMt have to pay for that 15 hours a week. Children will be learning through play.
For example, children will be learning to count to 10 through nursery rhyme and role play or they
will be learning the names of the colours through painting. Although there is some literacy targets
included within Early Years Foundation Stage, it is ... Show more content on Helpwriting.net ...
The state schools all follow National Curriculum and are inspected by OFSTED. The differences
between the state schools are in the way they are managed. Although they get government money to
some extent, how they spending it, it depends on what type of school they are. For instance, most
voluntary–aided schools are faith schools and the governing body of faith school is linked to a
particular faith or religion. The building or land of the school might be owned by religious charity or
church. They may also have assemblies in school to promote that particular faith or religious. There
are some types of schools that are not funded by local authorises. These are known as â€
̃independent schoolsâ€TM and â€ ̃academiesâ€TM. Below is the list of different type of schools in
UK: Foundation schools These types of schools have governing body and their admission policy is
agreed with local authority. Their building or land usually owned by governing bode or charitable
foundation. Support services are budgeted for and brought in. Trust schools They are similar to
Foundation schools, but they are different slightly that form a charitable Trust with an outside
partner, like a charity or college. Instead of having their own charitable Trust, they get help from
outsider. Like Foundation schools, support services are brought in school. Community schools This
type of schools are run and owned by local education authority and the support services are provided
by local authority.

The Job Of Early Years Foundation Stage Class Teacher
It is with great interest and enthusiasm I apply for the job of Early Years Foundation Stage Class
Teacher.
After extensive and varied experience of working throughout St Michaels Catholic Primary School
and Cavendish Primary School, I would like to continue my career as a Foundation Stage, Class
Teacher.
My current position, working as a full time Reception Class Teacher requires excellent
communication with children, other teachers, child–care professionals and parents who often come
from diverse cultural backgrounds.
Patience and sensitivity are vital when communicating with adults and children in the school setting
and these qualities, I believe, are my strengths. My work as a Class Teacher and a Subject Leader
requires the ... Show more content on Helpwriting.net ...
I record both, short and long observations of the children and alongside their drawings and
photographs, collate a learning journal, which is then shared with their parents. This allows me to
plan activities that interest and challenge the children and set the next steps for each child. This also
encourages parents to work in close partnership with the school. I undertake home visits each year.
These visits enable me to participate in the positive development of home–school links. I also work
in close partnership with the school's SENCO and outside agencies, and so I am aware of children's
varying needs – from special education needs to those who may be gifted and talented. I am familiar
with children's IEP's and the reviewing of their targets as I am involved in entering assessments into
Classroom Monitor, the online assessment tool.
Every half term, the children complete a summative assessment task, which I record on Classroom
Monitor and on our half–termly trackers. I then use this data to track the progress of my children
and create an action plan to identify the next steps in learning for children. I use the information
from case studies to inform my future planning for the child. Due to the recent changes in the EYFS
and EY Profile, I summarise the "Best Fit" judgment concerning the age and stage that a child is
working within. This helps me to

Verizon Performance Summary
Verizon Communications, Inc. (NYSE: VZ), is the second largest wireless cellular provider in the
United States, following AT&T, Inc. (NYSE: T), and ahead of Sprint Corporation (NYSE: S), and
T–Mobile US, Inc. (NYSE: TMUS) (Media and communications: Corporations, 2014). Verizon also
provides cable television and landline telephone services in certain areas of the country. Earlier this
year Verizon bought out its partner in Verizon Wireless, Vodafone Group plc (Nasdaq: VOD)
(Verizon Communications Inc., 2014a, p. 6). Verizon ranks third among world telecommunications
companies, behind AT&T, Inc. (NYSE: T) and Japan's Nippon Telegraph & Telephone Corporation
(NYSE: NTT). While Verizon provides cellular and home (wireline) phone service, and ... Show
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Two key areas for improvement are revenue, through customer base and equipment sales increases,
and margin improvements. Private labeling, which Verizon has attempted before with the cable
television industry (Bode, 2013), is one key area that Verizon's competitors excel (Sprint , 2014), but
Verizon is not presently utilizing. Additionally, expansion of the Edge program, whereby customers
can acquire a new smart phone every year will improve customer retention and growth and improve
margins, since customers pay full price for the equipment instead of deply discounted or free
phones. The combination of revenue increases and margin improvement is projected to increase the
bottom line by 17 percent (Aooendix

Early Years Education Essay
Early Years Education is the provision of an education environment for children between the ages of
0 and 5. Children between the ages of 4 and 5 will then start school in the reception class. The
environments that education can be provided in include the following:
– Nursery Schools: Nurseries schools provide early learning for children between the ages of 3 and
five. The nursery may be linked to/ adjoining a school. Some nurseries are also extending their
provision to include 2 year olds.
– Play groups and pre–schools: Often run voluntarily, they usually take children between 3 and 5
although may have a provision for 2 year olds.
– Day Nursery: A day nursery is a childcare centre that caters mainly for working parents (whether
full–time or part–time) and this means that they are usually open for extended ... Show more content
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They can look after no more than three children under the age of 5. They can look after up to six
children under the age of 8.
– Nannies: Nannies (or other home–based carers) are childcare providers who work in the
childâ€TMs own home, able to look after children of any age.
Although not compulsory, free early years education is available to all 3 and 4 year olds throughout
the UK if their parents wish for them to attend. It is also being extended to some two year olds.
This free education covers nurseries and childminders. All 3 and 4 year olds are entitled to 15 hours
of free Early Years Education per week, for up to 38 weeks of the year. In nurseries this is usually
taken as 3 hours per day (either a morning place or an afternoon place attending 5 days a week).
Childminders will be flexible to the needs of the parents and provision may depend on their
availability. All free early education must be within an approved setting for it to be provided free of
charge. There is now also a provision of free education including nursery and childminders

Advantages And Disadvantages Of Steganographic File System...
Although database forensic lie in its generalization which should be applicable for all types of
operations, B+tree does not give much information about this is the disadvantage described in the
paper. The paper "StegFS: Steganographic file system" [1] introduce StegFS, a practical scheme to
implement a steganographic file system. StegFS hides user–selected files in a file system so that,
without the knowledge of related access keys, an attacker would not be able to find out their
existence. Even if the attackers have full knowledge of the hardware and software of the file system,
and about the data structures, an attacker cannot find its trace. StegFS ensures integrity of the file
and maintain sufficient space utilization. The Potential limitations ... Show more content on
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Dead files by dead accounts may not be removed without the cooperation of the corresponding
users. In the paper "Steganographic Schemes for File System and B–Tree" [3], they have introduced
StegFD, a practical scheme to implement a steganographic file system in which a plausible
deniability to owners of protected files is offered. StegFD hides the selected files in a file system
securely in such a way that, an attacker will not be able to trace their existence, even if the attacker
has full knowledge of the hardware and software and data structures of the file system .They have
also proposed two schemes for implementing Steganographic B–trees in a StegFD volume. In paper
"A Multi–User Steganographic File System on Untrusted Shared Storage" [4] the threat to
steganographic file systems (StegFS) is described which arises when the storage system is untrusted
and is shared by multiple users. In such cases, the attacker could obtain multiple snapshots of the
storage content and analyze them to deduce the existence of secret user data. To solve this problem,
they have introduced a Dummy–Relocatable Steganographic (DRSteg) file system. It employs new
techniques to share and relocate dummy data at

Summarise Entitlement And Provision For Early Years...
Since 2004, all children in the UK aged three and four years old have been entitled to free places at
nursery or another preschool setting (including childminders). From 1st September 2010 the
Government extended these hours from 12.5 to 15 hours for up to 38 weeks of the year.
The free entitlement provides universal access to early childhood education and care, ensuring that
all children have the opportunity to benefit from early years education. The extended hours also
supports parents who wish to go back to work or develop their careers through further education by
providing affordable daycares.
There are different types of childcare options available for early years, these include: Sure Start
Children's Centre: Working with ... Show more content on Helpwriting.net ...
It sets out welfare and developmental aims and objectives for children from birth to five, setting out
six key areas of learning. The welfare section covers; basic checks, ensuring staff has undergone
security checks, safe facilities and equipment, suitable for children, quality of the environment e.g.
access to outdoor space. The EYFS promotes teaching and learning to ensure children are ready for
school and gives them a wide range of knowledge and skills that provide the right foundation for
them and to ensure that they make good progress through school and life in the future.
The provision made is about supporting young children for every country in the UK. It is based on
the idea that young children learn through play rather than formal learning, as play is an important
and successful thing in children's early learning.
England: The Foundation Curriculum runs from the age of 3 to 5 years, starting at nursery through
to reception. In September 2012, the EYFS was revised and set out important standards for learning,
development and welfare for all children from birth to five.
Wales: The foundation phase extends from the ages of 3 to 7, which combines early years and key
stage 1 of the national curriculum.
Scotland: The focus is around the Curriculum for Excellence, which includes 3 – 18 year olds. In
Scotland there is more emphasis on active learning and children will

The Importance Of Learning In Supporting Teaching And...
A key factor through all the stages of PE is allowing pupils to progress through the steps whilst
developing their skills in order to widen their knowledge. This is why the role of the teacher is to
'consider activities in terms of difficulty and quality and to give children opportunities to plan and
evaluate their own performance' (Hopper et al, 2000, pg. 117). This illuminates the idea that
throughout the key stages, the difficulties of the tasks should be increased whilst allowing students
to focus on the key points of the skill being learnt.
Throughout their education, but in particular in the foundation stage, 'children will progress at
different rates' (Chedzoy,1996, pg. 47) due to them being exposed to new skills and activities which
... Show more content on Helpwriting.net ...
One of which is competition as Griggs (2012, pg. 71) brings to our attention that 'games can provide
excellent opportunities for pupils to work cooperatively and competitively' emphasizing the
importance of using games throughout the games curriculum, whether it be a full game or a simply
game like activity. By bringing the added element of competition to the lesson, allows for the
children to strive to be better than the other team, therefore enabling them to progress.
Another key factor is the self–esteem of the pupils as Mawer (1995, pg. 121) promotes the idea that
as a teacher we can 'maintain a positive learning environment through the development of pupils
self–esteem'. Thus suggesting that if pupils have confidence within themselves then they will have a
better time of learning therefore aiding progression, due to the pupils believing that they can achieve
great

Foundation Stage One: A Case Study
The challenge of managing the transition from the 'Foundation Stage' to 'Key Stage One', is often
the responsibility of the teacher/ teachers involved. Arguably the hardest aspect of the transition is
managing the difference in pedagogy between both phases of education, due to the perceived lack of
continuity (Fisher, 2011). The process of successful transition comes with many barriers to
overcome, from the children themselves, parents, and also the professional constraints teachers
have. All of these factors are important when exploring the transition, as when all are considered,
the prospects of successful transition are increased.
The 'Foundation Stage' was introduced in 2000, learning during this stage is mainly play based in a
flexible ... Show more content on Helpwriting.net ...
Sharp et al (2006) named continuity as one of the main focus areas for successful transition, and a
there has been a number of suggestions on how this can be done, including: introducing aspects of
the Key Stage 1 curriculum into Reception, including the literacy and numeracy hour (Sanders et al,
2005), and introduce further opportunities for learning through play in Key Stage 1 (Orlandi, 2012).
It is thought that this will then make the transition a process rather than an event (DCSF, 2008b), as
the Department for Education and Skills (2006) found that confidence increases when changes
happen gradually. White and Sharp (2007) identified the issue as transition not being recognised as
important, as children are already in the school environment, even if there is a shift in

1.2 Explain the main roles and responsibilities of key...
1.2 Explain the main roles and responsibilities of key staff involved in a child's learning Jobs
Governors The Governors are the Head of the school and they are volunteers, that are on a panel.
They are there to give direction, set accountability and act as a critical friend. They also hire staff,
review pay, and look after the curriculum. The head teacher is responsible for all the school, staff
under him and for the pupils, their education and discipline. Academies have greater freedom than
state run schools, as they have freedom from the local authority. They set their own pay and
conditions for staff. The timetable can be changed and days set to what they think is best, and also
the curriculum is not set in stone. Sometimes ... Show more content on Helpwriting.net ...
Website – General information on what is happening at the school and their holiday timetable.
Contacts for the school. Parents Meetings / Evenings– to inform the parent of their child's progress
throughout the school year and where they need to improve. Newsletter – What 's on guide Meetings
– Some subjects need discussion. There are also key stages during a child's schooling that the
parents gets told of. Fronter is a online learning environment Keeping Up With Your Child Literacy
1. Understand some of the main approaches to teaching literacy 1.1 Describe the currant approaches
to teaching and learning of literacy The approaches are the 3 key areas of reading writing and
speaking and learning. All from literacy mainly and focused upon the use of phonics. They use CVC
words to start with the sounds S,A,T,M,P. Words like sat, pat, map, are used and blending letters
together. 1.2 Give an outline of English in the national curriculum 1.3 Produce a glossary of
common literacy terms used in teaching and learning Differentiation is the task that will differ for
each child Program of study for each child Look, say, cover, write, check. A way of breaking words
up, the use of different colours in the middle sector. 100 high frequency words (the most used words
in the vocabulary)2. Know how to support a child to develop literacy skills 2. Know how

Transition from Early Years Essay
This assignment is based upon my understanding of child development and children's learning,
considering the curriculum for the Early Years and the curriculum for the Early Years Foundation
Stage/Key Stage One. I propose to outline a rationale for effectively continuing children's learning,
from the end of the Early Years Foundation Stage into Year One and include strategies to support
transitions, effective curriculum delivery and links between the EYFS and the National Curriculum.
Throughout the assignment I will refer not only in general but also to how my research has help me
as a practitioner help my setting to effectively continue children's learning.
Looking at Government reports about transition from the Foundation Stage to Key ... Show more
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PSHE and citizenship – PSED. Music, art, drama and creativity – CD and Physical development–
PD.
In addition, simply because a child moves from the Foundation Stage into Key Stage One shouldn't
mean that the curriculum ceases being active. Young children learn best when they are engaged in
worthwhile, hands on experiences. On the same premise, play does not have to end but it needs to be
teacher initiated and led in order to be of much educational value, for instance, children are unlikely
to spell words correctly, if there isn't a teacher to help sound out the letters in the word.
Ros Bayley and Sally Featherstone are writers on teaching and learning have written a book entitled
Smooth Transitions. In it they state 'a three year olds brain is twice as active as an adult brain and
this level of activity continues to the age of 9 or 10. Children develop 50% of their eventual ability
to learn before the age of 4 and another 30% before they are 8. Adult interaction and physical
activity continue to make a massive difference to learning during childhood' When measuring the
difference between boys and girls they found that 'most girls have made sufficient links to their
brains to begin the complex skills of reading and writing by the time they are four and a half while
in most boys it is nearer to six' They also say that research from all over the world

My Own Passion For Working With Young Children
Growing up I have been fortunate enough to have been taught by some truly inspirational teachers
and I am well aware of the effect they have had on my life and the choices I have made
subsequently. My own passion for working with young children extends from wanting to emulate
those role models and have the same impact on other children.
I have always known that I wanted to work with children; from the age of eleven I knew that I
wanted to become a primary school teaching. I am still as committed now as I was then of achieving
that goal. If being passionate, nurturing, focused and determinate is what you require then I am most
certainly suited for this position. I am a hardworking, confident and trustworthy person with a keen
desire to become a primary school teacher. Having spent two full terms independently managing a
class, I have gained excellent first–hand experience and an increased confidence in my own abilities.
I consider myself to be a very well organized, reliable and enthusiastic individual who can not only
work extremely well as part of a team but also remain professional under stressful circumstances.
From September 2011 to January 2014 I have worked both voluntarily and paid at many primary
and secondary schools within Nottinghamshire and Derbyshire. This has given me great experience
on how to support the teaching and learning of children right from Key stage 1 through to key stage
3. During this time I worked very closely with many class teachers,

A Simple Fast And Memory Efficient Algorithm For Secure...
A Simple, Fast and Memory Efficient Algorithm for Secure Communications in Wireless Sensor
Networks Anusha Peddigari, Archana Tandra and L.K. Suresh Kumar
Department of Computer Science and Engineering, University College of Engineering,
Osmania University, Hyderabad.
Email: suresh.lokhande, anushapeddigari94, archanatandra95 {@gmail.com}
Abstract– Wireless Sensor Networks (WSN) introduce a new way to interact with the physical
environment. The security in WSNs became an attractive area of research. WSNs are susceptible to
a wide range of malicious attacks. At present ECC is considered for secure communications, which
is having good potential for WSN security due to its smaller key size and its high strength of
security. Unfortunately, the execution time of ECC is more which is not suitable for more number of
applications. A number of other security mechanisms have been proposed for sensor networks to
provide data confidentiality, namely Advanced Encryption Standard (AES) and Data Encryption
Standard (DES). In this paper, we propose an algorithm, which is compared and analyzed with the
existing ECC and AES to provide better security with authenticated sensor nodes. The
authentication is done with a secret code. The proposed algorithm will ensure the secure
communication with authenticated devices. The analysis results shows that the scheme works better
than the common existent schemes with better utilization of available memory.
Keywords– Elliptic Curve Cryptography,

RIBA
A construction project should always start with a clear brief from the client. In order to obtain or
write a clear brief it is advisable to follow a recognised process. An example of this would be the
Royal Institute of Building Architects(RIBA). In 2013 the RIBA plan of work became the ultimate
process for the building and construction industry. The RIBA Plan has eight stages defined as 0–7
and eight task bars as shown on the next page. It is recognised in industry that stage 7 is linked to
stage 0 of the next project you complete. This is because how a project/ building behaves when in
use should be captured and detailed to allow ideas or lessons learnt to be factored into the next
project. Questions answered by others within similar projects ... Show more content on
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c) Evaluate the level of both corporate and personal responsibility for the design and planning of the
project and its effect on the Production Phase (PAC 4.3). a) Within the RIBA stages the design
stages are linked to the end of the planning stage. There will be some overlap between the stages in
order to ensure a smooth running project. The design team's role is to create a design response to the
initial project brief. The information exchange from the plan of work stage within stage 1. The
initial project brief would likely contain project objectives, project outcomes and project budget.
The project programme is also produced as part of the site Information. By the end of the plan of
work within stage 2, the design team will have produced the concept design including project
strategies for the proposed scheme. This will give the project a realistic prospect of developing into
a possible project. Within my project the designer and project manager must liaise and coordinate
with the client and the asbestos

A Rationale of the Outline Scheme of Work for Key Stage 3
A rationale of the outline scheme of work for Key Stage 3
Planning is a key part of teaching. Without a coherent plan lessons may lack structure and direction.
Long and medium term planning are an important part of this and in this rationale I hope to
demonstrate that my planning does indeed have all of these qualities.
The first element to be considered when rationalising this scheme of work is whether or not it meets
the needs of Key Stage 3 pupils. I believe that it does because the attainment focus is all within Key
Stage 3. However, this is only the very simplest level by which we can measure this criterion.
Firstly, we can also measure it by matching the scheme of work to the programme of study. If we
look at this we can see ... Show more content on Helpwriting.net ...
So for example, in the topic about the good life pupils will study Buddhist monks and nuns. In this
way I think the scheme of work as greater coherence and pupils will be able to see clear reasons for
study topics.
At this point I think it would be a good idea to return to some of the philosophy behind the scheme
of work. Mainly it is thematic in approach. This is where religions are sub–divided into categories
and taught like this. For example, festivals, or Holy Books may be used as themes to teach across
the religions. One strength of the thematic approach is that it points to similarities between religions
and I think that this is where most value in RE comes from. However, these similarities are often far
too superficial and can even be slightly arbitrary . For example, some schools may teach 'spring
festivals' when the similarities between these festivals are not the time of year at which they are held
but something far more consequential. If this approach could move past this problem it would be far
more useful. Of course, we must remember that, once again this is only how the approach is used
rather than the approach itself that causes the problem. I have tried to avoid this problem in my
scheme of work by choosing topics that point to deeper similarities such as the idea of duty or the
good life. Another problem that I have tried to avoid is confusing pupils with lots of

The Capability Maturity Model
Comparison between CMM & CMMI
Term– Paper 2015 Abdul Basit Memon under the Supervision of Sugandh Wafai SZABIST
Abstract
Capability Maturity Model (CMM) is used when we talk about or refers a proper process
improvement approach which contain process models. It was developed by the Software
Engineering Institute (SEI). This paper contains a background discussion of CMM. An overview of
the development by using CMM Technique, concluded summary of the models, and a proper
description of the software development process improvement models and the outcomes given by
the software suppliers; this comparison can helps us to understand the usage of CMM or CMMI, its
approach to process improvement; summarizes some of the strengths and weaknesses of the CMM;
it tells the current status of the practice and how much money you can save by investing on software
process improvement; the comparative study of the Capability Maturity Model which shelters the
using of capability maturity model, key process areas, structure of capability maturity model, staged
representation, behaviour at five different characteristics , stages, assistances, profit and difference
between CMMI and CMM. ... Show more content on Helpwriting.net ...
Introduction Capability Maturity Model isn't a process of lifecycle models. It is a way of improving
the software development quality. It was developed by Software Engineering Institute (SEI) of
Carnegie–Mellon University in 1986. II. Purpose of Using CMM The main purposes of using CMM
is to measure the quality of the software development processes of any organization and to measure
maturity of the software outcome and to identify the method of their practices of processing
software, which are required to increase the maturity of these processes. III. Staged Representation
CMM Shown in fig.1; five stages of CMM in which a company can handle its process of software
development, these stages can help to organization & manages its processes in a well–mannered

Conversion Experiences Are the Strongest Evidence for the...
Bridging Unit TASK One: Career Plan Career aspirations In the near future I would like to work in
primary education. I originally wanted to go into secondary education with a qualification in
Religion and Theology, however over the course of my first year in A Levels I realised that I had
chosen the wrong subjects and this could be seen in the results that I got. I still wanted to work with
children so I decided to go into Primary education. I had thought about two different ways into how
I could approach my future ambitions, they are as the following, the first route was to complete my
education go to university and complete a degree in Primary education, and my second route was to
quite education and go into an apprenticeships, ... Show more content on Helpwriting.net ...
Personally I believe that I am organised, I always carry round a diary, where I note down important
dates and deadlines, and therefore allowing me to manage my time more efficiently. Another
strength that I have is that I know how to operate a computer and I know how to use a computer
effectively, at GCSE I got a B in my exam in Information and Technology, therefore giving me an
advantage compared to someone who do not know how to use the computer. I also believe that I am
confident, and that I have courage and the ability to speak to new people and adapt myself to a new
environment without feeling uncomfortable. As well as that, I am also able to work in a group,
where I can listen to my members in my group as well as voice my own opinion. Although I have
many strengths, I equally have my weaknesses. One of my major weaknesses is that my revision
techniques aren't as strong as it needs to be, by this I mean that I have the material which is required
for the revision, however I do not know how to revise effectively. Although I can speak in public
without fear, or voice my opinion without having any difficulties, I am unstable when it comes to
writing, I have the basic grammar but because I only moved into England half way through year 4, I

Education As A Large Number Of Qualified Staff
hool as Organisations
Introduction
Education is a massive structure in England. At any one time there are approximately 12 million
children going through the educational system, this is about 1/5 of the population. It is mind
boggling, when you consider that each age group will have their own development requirements,
academic obligations and social needs, all of which are necessary to be met at school. In order to do
this successfully, every school must have a large number of qualified staff, who are knowledgeable
in a variety of fields from teachers to support staff to external professionals that in certain cohorts of
pupils. It is my intention to attempt to explain the systems and the job roles necessary to keep every
school ... Show more content on Helpwriting.net ...
At the age of 5, children go on to primary school.
Primary
Every child has to attend primary school full time. While children are here, they start to study key
stage 1, and then go on to key stage 2. Children have to stay at primary school until they are 11
years of age. To begin with children mainly learn through play, focusing on basic numeracy and
literacy. On a daily basis, a child normally stays in the same classroom with the same teacher. Their
teacher normally delivers the national curriculum, from the core subjects (Maths, English, ICT and
Science) to Non–core foundation subject such as Geography, PE and Art. In year 6, pupils have their
Statutory Assessment Tests (SAT's) to do. Every child has to sit these tests. Their results are often
used when they enter secondary school for putting them in ability groups. Some people disagree
with these tests, an argument is that the tests are unnecessary and course a number of children
considerable stress and trauma. In 2008 this was the last year that year 9 sat their SAT's, but they
still remain for year 6. From then there has been a number of requests from parents and schools that
year 6 SAT's cease.
Secondary
Pupils enter secondary school at the age of 11. Secondary schools are much bigger then primary
school, for example there may be 240 pupils in a single year group at secondary – this may be more
than the entire primary school. Pupils start

2301 Final Exam Workbook Essay
CHAPTER 1: INTRODUCTION TO PSYCHOLOGY
Objective 1.1
Define psychology.
Psychology is defined as the scientific study of behavior and mental processes.
Key Terms
psychology
Exercises
1. Put a check mark by each statement that is true regarding psychology.
___X__ Psychologists study human behavior.
___X__ Psychologists study animal behavior.
___X__ Psychologists study emotions and mental processes.
_____ Psychology and "common sense" lead to the same conclusions about behavior and mental
processes.
_____ Psychology is not a science.
Objective 1.2
Define the scientific method, and explain how it is used in psychology.
Key Terms
Scientific method: The orderly, systematic procedures that researchers follow as they identify a ...
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3. Why does correlation fail to prove causation?
Objective 1.5
Define representative sample and explain why it is important.
Key Terms

sample population representative sample
Exercises
1. Barry reached into his bag of M&Ms and pulled out three pieces of candy, each of which was red.
All of the M&Ms in Barry's bag are the (sample/population) of M&Ms. The three that he took out
are the (sample/population).
2. Each bag of M&Ms has candies of several colors. Thus, the three red M&Ms that Barry took out
of his bag (are/are not) a representative sample.
3. Why are researchers concerned about the representativeness of the samples in their studies?
a. They don't want to offend anyone.
b. They hope to generalize the findings of their studies to populations of interest.
c. Representative samples are usually large enough to ensure statistical significance.
d. Scientific journals will not publish a study unless the sample is representative.
Objective 1.6
Describe the experimental method, state its advantages and disadvantages, and distinguish between
independent and dependent variables.
Key Terms
experimental method causal hypothesis independent variable dependent variable experimental group
control group random assignment
Exercises
1. What is the primary advantage of the experimental method?
2. Read the scenario and answer the questions that follow it.
In a laboratory study of sleep deprivation, researchers employed a variety of techniques to keep

Essay about 2301 Final Exam Workbook 2
CHAPTER 1: INTRODUCTION TO PSYCHOLOGY
Objective 1.1
Define psychology.
Key Terms
Psychology– scientific study of behavior and mental processes
Exercises
1. Put a check mark by each statement that is true regarding psychology.
_√____ Psychologists study human behavior.
_√____ Psychologists study animal behavior.
_ √___ Psychologists study emotions and mental processes.
_____ Psychology and "common sense" lead to the same conclusions about behavior and mental
processes.
_____ Psychology is not a science.
Objective 1.2
Define the scientific method, and explain how it is used in psychology.
Key Terms
scientific method
Exercises
1. What is the main purpose of the scientific method?
2. The steps of the scientific method are (1) ... Show more content on Helpwriting.net ...
2. Each bag of M&Ms has candies of several colors. Thus, the three red M&Ms that Barry took out
of his bag (are/are not) a representative sample.

3. Why are researchers concerned about the representativeness of the samples in their studies?
a. They don't want to offend anyone.
b. They hope to generalize the findings of their studies to populations of interest.
c. Representative samples are usually large enough to ensure statistical significance.
d. Scientific journals will not publish a study unless the sample is representative.
Objective 1.6
Describe the experimental method, state its advantages and disadvantages, and distinguish between
independent and dependent variables.
Key Terms
experimental method causal hypothesis independent variable dependent variable experimental group
control group random assignment
Exercises
1. What is the primary advantage of the experimental method?
2. Read the scenario and answer the questions that follow it.
In a laboratory study of sleep deprivation, researchers employed a variety of techniques to keep
volunteers awake for variable amounts of time. One group of participants was kept awake for 24
hours, and the other was kept awake for 48 hours. During periods of forced wakefulness,
participants were required to engage verbal learning tasks such as memorizing the definitions of
obscure English words. At the conclusion of the period of forced wakefulness, participants were
allowed to sleep for as

Tda 3.2 1.1entitlement and Provision for Early Years...
As part of the Every Child Matters and Childcare Act 2006 all children aged three and four in
England are entitled to 15 hours per week of early years education for free. The local authority is
provided with government funds to enable that early years education is provided for children for up
to two years of free education over 38 weeks of the year, parents will also have the option to pay for
additional hours if and when they require them. Early years education is about supporting very
young children, children aged 3–5 years old. It is very different from Key Stage 1 as it is based on
learning through play rather than a form of formal education. Although TA's may not always work in
the early years department it is important to ... Show more content on Helpwriting.net ...
The Early Years Foundation Stage (EYFS) is the statutory framework that sets the standards that all
early years providers must meet to ensure that children learn and develop well and are kept healthy
and safe. It promotes teaching and learning to ensure children are ready for school and gives
children the broad range of knowledge and skills t hat provide the right foundation for good future
progress through school and life. The Early years foundation stage was introduced in 2008 and sets
out one standard framework for learning, development and care for all children from birth to the
foundation year. In Scotland there is the Curriculum for Excellence which aims to achieve a
transformation in education by providing a coherent, more flexible and enriched curriculum from 3
to 18. In Northern Ireland pupils in years 1 & 2 are in foundation stage and Key stage 1 consists of
years 3 and 4and Key stage 2 consists of 5 and 6. Early years learning usually runs with adults
working with children on focused activities that have specific concepts such as play involving using
numbers, starting letter formation and language activities. The classroom will usually contain
educational toys/play areas and children will be encouraged to work/play independently and choose
from a wide range of activities. Foundation stage classrooms/areas also have facilities outside the
classroom for outside play. The benefits of

Tackling Gender Underachievement in Literacy and Numeracy...
Introduction
In recent years there has been much research into gender learning issues and the apparent learning
disparity between boys and girls.
Such research has included investigations into boys' underachievement in literacy and girls'
underachievement in mathematics. The aim of such research is to recognise key reasons why such
trends are occurring and perhaps more importantly, to address these within the classroom. Since the
introduction of the National Curriculum, national testing and assessment has provided a
comprehensive account of attainment at all key stages, especially in the key areas of numeracy,
literacy and science. However, such results should not be used exclusively when discussing gender
learning ... Show more content on Helpwriting.net ...
Percentage of pupils achieving Level and above in
English tests at Key Stage 2: boys and girls
Year
The Centre for Literacy in Primary Education (CPLE) has extensively studied gender differences in
learning. One such area of their research is the Gender and Literacy project investigating 4
Londonschools and their findings are now being used to tackle the underachievement of boys in
literacy education.
Social stereotyping is believed to play a major part in the child's learning (Head, 1999), and such
role reinforcement will affect that child's attitude and motivation towards classroom education. It is
normal for young children to spontaneously play in single sex groups and this can be considered as
an early introduction into the single sex peer groups that will dominate in later life. Such group play
may be simply due to a common, shared interest, but the need to conform to group dynamics and the
need for group acceptance may reinforce stereotyping. Within the school environment boys tend to
adopt an
"anti swot culture" (Bradford, 1996:P1), Head states that "the swot is derided and one should be
'cool' about school work. Boys cannot be seen as taking this work too seriously." (1999:P65). The
DfES
(Department for Education and Skills) offer advice to teachers as part of the Gender and
Achievement website, of the 25 hints and tips about teaching approaches 18 are dedicated to the
negative aspects of boy

Stage 2.5 Building Construction
2.5 Building approval
Construction method and its various stages of construction help to identify key construction process
involved in various construction methods. During the construction of residential houses various
inspections and certification are required in order to ensure the house is constructed to required
standards as specified by building regulations. Independent building certifiers could carry out these
inspections. Some of the key functions of building certifier are (Department of Local Government
and Planning 2011):
Determines building applications and provides decision on building approvals
Conducts building inspection to ascertain they meet building standards
Informs builder for any incompliance in minimum standard and ... Show more content on
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A typical Timber/steel frame, brick veneer house constructed on slab on ground has five key stages
where Standard Building Regulation 1993 requires inspections (Smith, Smith & Mitchell 2013).
Stage 1– Site: site inspection is done to ensure that everything is according to the approved plans
and services are located according to the council plans. At this stage land surveyor might have
positioned building footprint to ensure set back distances as well.
Stage 2– Footings: At this stage excavation and reinforcement that supports the building are
inspected. This inspection is carried out before the concrete is poured to ensure size and depth of the
footings are correct and right size reinforcements with required spacing is maintained.
Stage 3– Slab: slab inspection is carried out after footings have been poured. At this stage
reinforcement, plastic membrane, compaction of soil, lagging of horizontal plumbing penetration are
inspected.
Stage 4– Frame: At this stage framework will be assessed according to residential timber framed
standards (Australian Standard AS1684.2–2010 – Residential Timber Framed Construction) or
engineer's design for timber or steel frame. Items such as tie downs, bracing, truss installation and
sizes of structural member are

Cryptography : Aes And Rsa
CRYPTOGRAPHY: AES and RSA
2 AES
The Advanced Encryption Standard (AES) was published by the National Institute of Standards and
Technology (NIST) in 2001. AES is a symmetric block cipher with variable key and fixed data
length. The structure of AES is quite complex and cannot be explained easily compared to RSA. In
an AES, all operations are performed on 8–bit bytes. The cipher takes a plaintext block size of 16
bytes (i.e. 128 bits). The key length can be 16, 24, or 32 bytes. Depending on the key length, the
algorithm is referred to as AES–128, AES–192 or AES–256 respectively. The total number of
rounds N also depends on the key size. The number of rounds is 10, 12 and 14 for 128–bit, 192–bit
and 256–bit key length respectively. The ... Show more content on Helpwriting.net ...
The output of the final round will be the cipher text.
2.1 DETAILED STRUCTURE OF AN AES ALGORITHM
The key expansion works as follows: The initial key is expanded into an array of words. Each word
is four bytes and for a 128–bit key, we will have 44 words (starting from w0 to w43). The initial key
is copied into the first four words of the expanded key. The remaining words of the expanded key
are filled in four words at a time. Each added word wi depends on the previous word wi–1 and the
word four positions back wi–4. A simple XOR is used and the key is therefore expanded into the
remaining words.
The AES algorithm has 4 basic transformations:
2.1.1 SubBytes
In this step, the algorithm uses a look–up table (LUT) or a substitution table/s–box to perform a
byte–by–byte transformation on the state array. The byte s[i, j] becomes s'[i, j] after the substitution
is done using the substitution table. The inverse SubBytes uses the Inverse S–box to perform the
transformation.
2.1.2 ShiftRows
This second step in each rounds is a permutation of rows by circular left shift. The inverse shift row
transformation is the inverse to ShiftRows as it performs the circular shift in the opposite direction.
2.1.3 MixColumns
The third step operates on each column separately. Each byte of a column is mapped into a new
value which is a function of all the four bytes in that column. It is designed as a matrix
multiplication in which each byte is treated as a polynomial in

What Can Be Learned from the Small Business Life Cycle...
What can be learned from The Small Business Life Cycle Model
2005
Table of Contents
<ol>
<li value="1"> Abstract
<li value="2"> Introduction
<li value="3"> Body
<li value="3">1 Pioneer phase
</ol> 3.1.1 Characteristics
3.1.2 Crisis
3.2 Functional phase
3.2.1 Characteristics
<ol>
<li value="3">2.2 Key challenges
<li value="3">2.3 Crisis
<li value="3">3 Integrated phase
<li value="3">3.1 Characteristics
<li value="3">3.2 Limitations
<li value="3">4 Associated phase
<li value="3">4.1 Characteristics
<li value="5"> Conclusion
<li value="4"> References
<li value="5"> Appendix
<li value="5">1 Figure 1
</ol>
Abstract

Each company has to start from the small business unit with a group ... Show more content on
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Using small business lifecycle model allows the best innovators to achieve twice the sales from the
new product and turn creatively into a system for impact by running business not in the traditional
way.
Conclusion
Small business is based on the innovation. It proposes new solutions, new products and new
services. Life cycle planning is very essential for development and growth of the small business.
Planning of the life span of the business can set a basis for the next stage of development and
gradual growth into medium and large size organization. Each stage of the four discussed has its
own characteristics and crisis which need to be dealt with. There is much to learn from the small
business life cycle model: how to remain a group of people who share common mission and goals
and not to grow into a company where people are treated as a set of competences.
What can be learned from The Small Business Life Cycle Model
Small businesses thrive on innovation and are known as innovation engines of the economy.
However, the success rate of the new product development in the small business is typically less
than 10 percent. The success of the launched product is often less than 50 percent. Some of the
recent research shows that the success greatly depends on the planning of the lifecycle and

Justification of Scheme of Work Essay example
Teaching for learning 2:
Justification for scheme of work
0805064
Angie Newton
Planning as a whole is an essential aspect of teaching and is even more effective when it's a process
that is collaborative with your colleagues and pupils, therefore enhancing the effectiveness of your
teaching (DCFS, 2011, Mawer, 1995). Schemes of work are a long term planning solution, which
identify the learning opportunities across a whole school year (Gower, 2004). The framework is
broad, so to go alongside the scheme of work, units of work are devised (Robinson & Smith, 1995).
The scheme of work should be a broad balance of sporting opportunities for pupils to experience
and participate in different activities.
The scheme of work is for an ... Show more content on Helpwriting.net ...
The pupils would have participated in 2 hours of P.E each week, which supports government
aspirations for pupils to have at least 2 hours per week of high quality P.E undertaken within the
curriculum (QCDA, 2007).
I have presented the scheme like this because can develop their knowledge, skills and understanding
over the 3 years, because they are focusing of different key processes each year. For example in Year
7 Invasion games the pupils focus on assessing their performance to the criteria on 2.1a/b, Refining
and adapting skills to techniques and developing the range of skill that they use. 2.2a is selecting
and using tactics and strategies in different creative, competitive and challenging contexts. (QCDA
2007), which fit into the sections of 'developing skills and 'Making and applying decisions, which is
just undertaking the skills, refining it slightly to improve, linking this with acquiring tactical
awareness. (QCDA 2007)
If we move onto year 8 and 9, the key processes that are focused on are 'evaluating and improving.'
For example in Year 8 invasion games the pupils focus on 2.1c, which is developing the precision,
control and fluency of their skills (QCDA, 2007), which is a development on from year 7, so
promotes progression. Progression is important throughout each year of the scheme, so this has to be

The Value Of Children Engaging With Their Local...
The value of children engaging with their local environment and using real locations provides a
learning experience in a real, known context that engages and motivates. The project, having an
authentic audience, provides a purpose to their learning with outcomes that uses skills and
knowledge learnt in a real context. Rogers suggests that children are leading learning and having
control over it when undertaking a project such as designing a leaflet to improve a local area. He
also suggests that they develop teamwork and collaboration when making the leaflet as a group.
In any locality, there is always opportunity to identify appropriate places, spaces and people to draw
upon for primary geography and the National Curriculum suggests that primary geography should
"inspire a curiosity and fascination about the world and its people...deepen understanding of the
interaction between physical and human processes, and of the formation and use of landscapes and
environments" (DfE, 2013:1). Pupils should be taught locational knowledge as well as place
knowledge and this is essential in ensuring that children have a wider understanding of their local
environment and the wider world. Pupils should experience first–hand observation, enabling them to
enhance their locational awareness. Improving their knowledge and expertise in order to relate to the
topic and dilemmas as well as benefits that will be apparent when completing a project using
geography to improve an area. An example of a

My Engagement With Teach First Leadership Development Program
This portfolio seeks to critically reflect on my engagement with the Teach First Leadership
Development Program (TFLDP) and how the Continuous Professional Development (CPD) offered
as part of the program has influenced my current and future classroom practice. The TFLDP is the
official title given to the training program that all Teach First participants are expected to complete.
The program is two years in duration, throughout which, participants are offered various forms
CPD, all of which falls under three broad headings; Leading Self, Leading People and Leading
Learning. In this assignment, I will focus on how, in conjunction with Teach First support staff and
CPD opportunities, I have addressed two of the three key strands; Leading Learning and Leading
people. The first strand I will focus on is Leading Learning. I will describe how I worked with my
Leadership Development Officer and Educational Consultant to engage passive learners by
introducing cooperative learning into the classroom, I will critically reflect on the progress we made
towards the vision I created. Secondly, I will focus on how a session forced me to address the wider
issues facing my students outside of the classroom and the work that I have done with the East
Midlands Action Network (EMAN) to make progress towards providing Socio–economically
disadvantaged children with enriching experiences.
School Context
For the purposes of this assignment all names including that of the school, school staff and

Compare the first three scenes of Hamlet and Twelfth Night
"Hamlet" and "Twelfth Night" are two Shakespeare plays of complete opposites. Due to one being
written as a tragedy, and the other as a comedy, many comparisons can be drawn between the two
plays, on themes and motifs that develop throughout the plays. One of the themes that is easily
recognisable in the early stages of both plays, is that of deceit and disguise. In "Hamlet", we learn
early on that Hamlet decides to act as a madman in order to try and weed out a confession from his
uncle about the murder of his father. Although he does not actually reveal to any other characters his
plan until Act 1 Scene 5, when he tells Horatio that he plans to "put an antic disposition on", the
audience can recognise very early that Hamlet is going to ... Show more content on Helpwriting.net
...
This confusion is a key element of a Shakespeare comedy, and reflects the Dionysian interpretation
of life.
"Hamlet" and "Twelfth Night" are two Shakespeare plays of complete opposites. Due to one being
written as a tragedy, and the other as a comedy, many comparisons can be drawn between the two
plays, on themes and motifs that develop throughout the plays. One of the themes that is easily
recognisable in the early stages of both plays, is that of deceit and disguise. In "Hamlet", we learn
early on that Hamlet decides to act as a madman in order to try and weed out a confession from his
uncle about the murder of his father. Although he does not actually reveal to any other characters his
plan until Act 1 Scene 5, when he tells Horatio that he plans to "put an antic disposition on", the
audience can recognise very early that Hamlet is going to show some kind of deceptive
characteristics in order to execute his plan.
In "Twelfth Night", disguise is a key theme in order for the play to take shape. Within the first three
scenes, we have several examples of characters deliberately deceiving others in order to achieve a
selfish goal. An example of this is seen through Viola's decision to disguise herself as a eunuch in
order to find favour with the duke.
The decision by Shakespeare to now portray Viola as a man, creates confusion amongst the audience
in

Cross-Curricular Learning Essay
'Making cognitive connections, within subjects and between subjects...' ( Piaget 1977, Cockburn and
Haylock 2008,Rose 2009) is an aspect of cross–curricular learning. Generally speaking, cross–
curricular learning is when skills, knowledge and attitudes of a number of disciplines which are
applied to a single experience, problem, question, theme or idea. In simple terms, it's also known as
a thematic approach. From this point, I'd be exploring the reasons why a thematic approach should
be adopted in the classroom and this approach could deliver the four core subjects in the National
Curriculum in Key Stage 1. On top of that I'd be exploring the issues raised of adopting a cross–
curricular approach and the implications of using a theme–based ... Show more content on
Helpwriting.net ...
This form of assessment allows me to find out children's prior learning experiences and interests and
gives me an indication of where they are at, whilst children getting to have a 'voice' in what goes on
in their classroom. On top of that, at the start of the term children would be able to engage in theme
based lessons by inquiring them to suggest themes they'd like to study over the next half term, this
gives children the power to take control of their own learning and supports children's intrinsic
motivation of wanting to learn for themselves.
Again, due to the fact that children's interests and experiences are used to form a platform for
learning, the thematic approach tends to lend itself to be more motivating for pupils in conjunction
with their wider life experiences, as suggested by Barnes (2009). (Mumford. D (2000) Planning a
theme–based unit, Canada: Pacific Edge Publishing Ltd) This kind of assumption asserts that all
children responds positively to the same style of teaching or the same stimulus. However, he
neglects that motivation arises from many sources and children are inspired by different and
unpredictable outputs. It is therefore understood that cross–curricular approach will not suit all
children. But at the same time, as my role as a

Key Requirements For A Successful Vm Implementation Essay
There are several important additional requirements for a successful VM implementation ( Jaapar,.
et al. 2012). First, unwavering and visible support from top management is an absolute prerequisite
for the success of a VM program. Second, it is imperative that all stakeholders (investors, end users,
project team, the owner, constructors/manufacturers, designers, specialist suppliers, etc.) be
involved in the process, especially during the VP and VE stages. The extent of their involvement
depends on the level and stage of the value management process, as well as the person responsible
for VM procedures. Third, in larger or more complex projects, an independent/external value
manager is needed, as well as an external team with relevant design and technical expertise. Projects
that are highly complex are simply too challenging or massively complex to enable one individual to
conduct all VM analyses herself. It is important to ensure that when a value manager is appointed to
oversee a project, he is afforded the cooperation of all stakeholders. In the case of smaller projects,
VM might be undertaken by the sponsor's professional adviser or project manager and, in some
cases, an external professional. However, when establishing a structure for dealing with value for
money on projects, there may be a need for expert assistance, particularly at the ''review'' stages.
Fourth, because each project is different, there is no single correct approach to VM. However, there
are a

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