The Way In Which Numeracy Is Taught Education Essay

The survey sets out to look into the manner in which numeracy is taught and learned at a Further Education College in Staffordshire. Secondary research has been carried out by the writer into the undermentioned countries ; numeracy, criterions and course of study, appraisal, instruction and larning numeracy, formative appraisal and feedback, staff and staff preparation and good pattern in numeracy.Numeracyâ€Å" Numeracy is the cognition and accomplishments required to efficaciously pull off and react to the mathematical demands of diverse state of affairss. Numerate behavior is observed when people manage a state of affairs or work out a job in a existent context ; it involves reacting to information about mathematical thoughts that may be represented in a scope of ways ; it requires the activation of a scope of enabling cognition, factors, and procedures † ( Gal et al. , 2003, p4, online ) . Masters and Forster ( 2000, online ) agree that numeracy ability depends on the grownup scholar ‘s ability to use mathematical cognition and accomplishments in a assortment of personal and societal contexts. A utile sum-up of the different contexts of numeracy usage can be seen in Appendix a. Appendix B besides shows the contexts in which effectual numerate behavior is necessary. Numeracy accomplishments for mundane life can be found in undertakings such as managing money, comparing monetary values when shopping, clip direction, doing travel and vacation programs, playing games of opportunity, understanding athleticss tonss, reading maps and utilizing measurings when cookery or making DIY, harmonizing to Gal et Al. ( 2003, online ) . The contents of Appendix a and Appendix b support this claim. Unfortunately, both numeracy and mathematics are widely disliked ; some people may even be numerophobic and have an irrational and unlogical fright of Numberss. Pert ( 2009, online ) suggests many people will really squeal to detesting figure work and make what they can to restrict their battle in this country. The undermentioned subdivisions detail information about some elements of the grownup numeracy larning substructure ( Figure 1.1 ) in the order of the learning rhythm depicted in Figure 2.1, as a consequence of secondary research carried out by the writer. Figure 2.1: The acquisition rhythm ( TUC, 2004, p76 ) g. Progression to other instruction, preparation or employmenta. Need identifiedB. AppraisalScreening Initial and diagnostic appraisals Interviewf. AchievementSummational assessment/qualifications Information, advice and counselc. ILPNegotiated, realistic, relevant marks Curriculum referencedd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbackd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbacke. ReviewFormative appraisal Revisit ILP -Standards and Curriculum ( elements 1 and 2 of Figure 1.1 ) The Adult Numeracy Core Curriculum has been based on the National Standards ( DfES and BSA, 2001 ) . The course of study specifies the numeracy accomplishments, cognition and apprehension that are required to run into the nationally agreed benchmarks at each of the five degrees ( Entry Level 1, Entry Level 2, Entry Level 3, Level 1 and Level 2 ) . -Assessment ( elements 3, 4, 6 and 8 of Figure 1.1 and subdivisions a, B, vitamin E and degree Fahrenheit of Figure 2.1 ) Assorted grounds suggests that good appraisal procedures are of import for effectual instruction and accomplishment of scholars, including that of Black and Wiliam ( 2003 ) and Clarke, Timperley and Hattie ( 2003 ) . In add-on to this, The Department for Education and Skills ( DfES ) ( 2002a ) acknowledge that different appraisal procedures are needed at the different phases of the larning journey. Beevers & A ; Paterson ( 2002 ) study that the intent of appraisal includes informing pupils of their strengths and failings in order to enable them to better and go more confident. DfES ( 2002b ) agree that assisting scholars to understand their acquisition strengths and failings gives them assurance in their ability to better their accomplishments. DfES ( 2002c ) summarised the procedure of numeracy appraisal as shown in Figure 2.2. Figure 2.2: Summary of Numeracy Assessment ( DfES, 2002c ) Screening For possible demand Initial Assessment For degree of accomplishments Diagnostic Assessment For elaborate scholar profile to inform ILP Formative For regular reappraisal of advancement to inform acquisition programme Summative For National Test or making, completion of ILP Figure 2.2 shows that, typically, numeracy scholars will hold a showing, initial appraisal and diagnostic appraisal to place their strengths and countries for development, therefore enabling instructors to put them on a class at the appropriate degree. This process is besides recommended by Sewell ( 2004, online ) , McIntosh ( 2005, online ) and CERI ( 2008, online ) . DfEE ( 2001, online ) and Stott and Lillis ( 2007, online ) identify that deficiency of these appraisals is a major factor in lending to the failure of grownups to take part and come on, hence consolidating the demand. DfEE ( 2001, online ) recommends that a senior member of staff should be defined as holding overall duty for the initial and diagnostic appraisals and for the production of the Individual Learning Plan ( ILP ) . Pert ( 2009, online ) substantiates this saying that organizational good pattern includes holding a nucleus squad with duty for naming numeracy concerns, a robust system of showing, initial appraisal and diagnostic appraisal to find scholars ‘ accomplishments degrees in numeracy and a named coach who is responsible for reexamining and supervising a scholar ‘s advancement. – Teaching and Learning Numeracy ( elements 5 and 7 of Figure 1.1 and subdivision vitamin D of Figure 2.1 ) Pratt ( 1998 ) identified five chief positions on instruction, summarised in Table 2.1. Table2.1: The Five Main Positions on Teaching ( Pratt, 1998 )PositionFeatures of instructorsTransmission Focus on content and find what scholars should larn and how they should larn it. Feedback is directed at scholar errors Developmental Value scholars ‘ anterior cognition and direct acquisition to the development of concluding and problem-solving accomplishments Apprenticeship Provide scholars with reliable undertakings in real-life scenes Fostering Focus on the interpersonal elements of acquisition and hearing and respond to scholars ‘ emotional and rational demands Social reform Relate thoughts explicitly to the lives of the scholars Benseman, Lander and Sutton ( 2005, online ) found that the bulk of instructors include merely one or possibly two of the five positions during a teaching session but will integrate all of them in their instruction over a period of clip. In contrast, Derrick and Ecclestone ( 2006, online ) suggest it is normally ( although wrongly ) thought that mathematics is about â€Å" truths † and can merely be taught through a â€Å" transmittal † attack where scholars are treated as â€Å" inactive † receivers of information. Masters and Forster ( 2000, p3, online ) confirm the position that â€Å" pupils are more likely to go successful, independent scholars when they are encouraged to appreciate acquisition as a womb-to-tomb procedure of single growing through the development of new accomplishments, deeper apprehensions, and more positive attitudes and values. † Ciancone ( 1988, p8, online ) states that â€Å" The numeracy coach must set up an unfastened relationship with the scholar in order to be cognizant of the person ‘s demands and at the same clip must be familiar with the acquisition of mathematical constructs and the construction of the hierarchy of accomplishments in order to find an appropriate docket of direction. † new wave Groenestun ( 2003, p233, online ) agrees that â€Å" The art of instruction is to make and ease acquisition environments in which acquisition is possible and to steer scholars in their acquisition activities. † Admiting this, Ginsburg, Manly and Schmitt ( 2006, online ) province that numeracy coachs need to be familiar with the mathematics needed to pull off the demands of household, workplace, community and farther instruction. Skemp ( 1971 ) distinguished between two different attacks to learning and larning mathematics known as instrumental apprehension and relational apprehension. The former involves memorizing and routinely using processs and the latter involves assisting the scholar to develop their ain apprehension by learning for intending. Van Groenestun ( 2003, online ) besides believes that it is non plenty to simply see which numeracy accomplishments need to be taught but that it is vitally of import to take into history the manner in which they are taught and the manner in which they are learned by grownups. If a peculiar degree of numeracy is non wholly understood, the acquisition of any other constructs could be hindered. Ciancone ( 1988, online ) refers to a survey carried out by Skemp which compared schematic ( conceptual construction ) and rote acquisition. In footings of per centum callback, more than double the figure of campaigners who were taught by conventional methods remembered what they had learned than those taught by rote. In add-on, after four hebdomads merely 15 % of those taught by a conventional attack had forgotten their new cognition compared with 75 % of those taught by rote. It can hence be seen that the manner numeracy is delivered affects the manner a accomplishment is remembered which in bend affects the acquisition of other constructs based on that accomplishment. Several research workers cited in Coben et Al. ( 2005, online ) province that the capableness to make mathematics is localised within the encephalon and that many of the troubles that grownups face when larning really stem from the archpriest encephalon architecture. Other grounds besides suggests that additions in numeracy may be by and large more dependent on features of scholars and categories instead than on those of instructors and learning manners used ( Coben et al. , 2006, online ) . Van Groenestun ( 2003, online ) suggests the manner grownups learn in out-of-school state of affairss differs from the manner kids learn in school, irrespective of the instructors. Adults tend to treat new information by â€Å" acquisition by making † and therefore necessitate to be able to read, watch or listen to information, place cardinal points, communicate and discuss with others and reflect on possible deductions of their new cognition. From this it can be seen that the literacy accomplishments of an grownup can impact their acquisition of numeracy accomplishments. It is believed that scholars who have a good consciousness of how they learn are more effectual at puting their ain ends, developing a assortment of larning schemes and measuring their ain advancement ( Centre for Educational Research and Innovation ( CERI ) , 2008, online ) . Kirby and Sellers ( 2006, online ) recommend that coachs should prosecute scholars in â€Å" metacognitive consciousness † so that they can look into how they learn best as an person. The development of numeracy ability involves the acquisition of cognition and accomplishments every bit good as their application in existent state of affairss ( Dingwall, 2000, online ) . Therefore, the more independent the scholar, the more likely they are to be able to use their cognition and show numerate behavior. Brookes et Al. ( 2001 ) concluded that grounds about the impact of general grownup numeracy tuition was thin and undependable. Benseman, Lander and Sutton ( 2005, online ) besides found that there are really few empirical surveies of existent numeracy pattern. Interestingly, Benseman, Sutton and Lander ( 2005, online ) were unable to place any research during their reappraisal that discussed factors associated with advancement in numeracy or appraisal and its consequence on larning results. . Harmonizing to research carried out by Benseman, Lander and Sutton ( 2005, online ) most instructors tend to learn the manner that they themselves were taught because they were successful in those formal acquisition environments and because they do non hold adequate cognition of grownup larning theory and alternate theoretical accounts of bringing. They besides found that numeracy nosologies had taken topographic point and numeracy instruction was clearly linked to the diagnostic consequences and that numeracy teachers often concentrate their instruction on specific mistakes being made by scholars. Ironically, in the same twelvemonth, Bhattarai and Newman found that grownup numeracy programmes which really respond to scholars at their bing degree of mathematics were highly rare which links with the findings of DfEE ( 2001 ) , four old ages antecedently, that merely 15 % of suppliers carry out an initial appraisal to find numeracy demands, demoing that small advancement has been made in this country. Coben et Al. ( 2006, online ) discovered that the most common methods of category administration were whole category instruction or persons working on their ain. Very small group work was found. Very few instructors used concrete objects, games, computing machines or reckoners. Worksheets were used extensively but really few instructors used text books. The bulk of instructors used a scope of activities although alarmingly, merely about 50 % differentiated work and made connexions to other countries of maths. Benseman, Lander and Sutton ( 2005, online ) , found that instructors talked for up to 60 % of the ascertained session and there were few chances for scholars to discourse their new accomplishments. Many inquiries were asked by the instructors but these tended to be â€Å" closed † and were non used as scaffolds for farther acquisition. Most instructors used a comparatively little scope of learning methods. In contrast to Benseman, Lander and Sutton ( 2005, online ) , Coben et Al. ( 2006, online ) , discovered that numeracy learning activities most normally used by coachs include utilizing mundane stuffs, problem-solving, worksheets, gauging activities, utilizing concrete stuffs, co-operative job resolution, utilizing reckoners, presentations, critical numeracy activities, computing machines, little group work, mystifiers and games and vocabulary edifice activities. -Formative Assessment and Feedback ( element 5 and 7 of Figure 1.1 and subdivision vitamin E of Figure 2.1 ) Black and Wiliam ( 1998 ) define appraisal by and large as activities which are undertaken by both instructors and scholars in order to measure themselves and supply information which can so be used to modify instruction and acquisition. They suggest that appraisal merely becomes â€Å" formative † when the information gathered is really used to alter the instruction in order to run into the demands of the scholar and take their acquisition frontward. Pert ( 2009, online ) points out that even when groups have been set up harmonizing to their numeracy degree, scholars will still hold a scope of single demands. It is hence good pattern to include little, regular appraisals to guarantee scholars have understood a taught subject before come oning onto the following subject. If necessary, alteration of larning ends documented on the ILP can so take topographic point. Defined by CERI ( 2008, online ) , formative appraisal really refers to patronize, synergistic appraisals of pupil advancement and apprehension which are used to find future larning demands and differentiated instruction. Formative appraisal is â€Å" assessment for larning † and is a cardinal constituent in good instruction and acquisition pattern. Information gained from formative appraisal should be used to accommodate instruction and acquisition activities and can be used to put marks for future larning. Many research workers agree that formative appraisal should underscore advancement and accomplishment and addition scholars ‘ motive ( Ciancone, 1988, online, ALI, 2002, Beevers and Peterson, 2002 and Stott and Lillis, 2007, online ) . DfES ( 2002b ) confirm that appraisal should inform the development and reappraisal of ILP ‘s and that measuring is an indispensable portion of the planning procedure. Black and Wiliam ( 1998 ) and Her Majesty ‘s Stationery Office ( HMSO ) ( 2005 ) suggest that formative appraisal is an indispensable portion of and indivisible from effectual instruction and direction at all degrees. Similarly, learning which includes formative appraisal helps pupils to get â€Å" larning to larn † accomplishments which should help them with future larning throughout their lives, besides helps to raise degrees of pupil accomplishment and helps instructors to run into the diverse demands of scholars ( CERI, 2008, online ) . It emphasises the procedure of instruction and acquisition and involves scholars in that procedure. Derrick and Ecclestone ( 2006, online ) province that formative appraisal should supervise learner public presentation against set marks, give feedback on the following stairss necessary for betterment, step scholar advancement, enable scholars to take charge of their ain acquisition, promote independency and advance self-reflection. Bimrose et Al. ( 2007, online ) suggest it should be carried out at the beginning of or during a learning programme in order to better the quality of acquisition and the consequences used to reexamine and modify a programme of acquisition. Harmonizing to Black ( 1999 ) and Briggs and Ellis ( 2008 ) , formative appraisal is the analysis of pupils ‘ acquisition to detect what they know, understand and can make and the appropriate response during instruction and acquisition to guarantee it informs future planning and learning. They besides all province that formative appraisal is the analysis of pupils ‘ acquisition and the appropriate response after the instruction. In comparing, Beevers and Paterson ( 2002 ) position formative appraisal as an appraisal which is merely undertaken during a class or faculty and non after the instruction has taken topographic point. There is no uncertainty, nevertheless, that formative appraisal helps the scholar and instructor to reexamine advancement and that it is cardinal to the acquisition procedure ( HMSO, 2005, Briggs and Ellis, 2008 and CERI, 2008, online ) . Key characteristics of formative appraisal include set uping a schoolroom civilization which encourages interaction, supervising pupil advancement towards single acquisition ends, usage of a assortment of learning and larning methods in order to run into the diverse demands of scholars, constructive and regular feedback on scholars ‘ public presentation and the active engagement of pupils in the full acquisition procedure ( CERI, 2008, online ) . Furthermore, Black and Wiliam ( 1998, p19 ) claim that â€Å" aˆÂ ¦there is a steadfast organic structure of grounds that formative appraisal is an indispensable characteristic of schoolroom work and that development of it can raise criterions. † Unfortunately, in a survey of 15 Skills for Life coachs, Benseman, Lander and Sutton ( 2005, online ) , found really few of them used schemes or activities associated with high quality formative appraisal. Questions used were closed instead than open and merely required callback instead than higher thought accomplishments. Extensive research carried out by Black and Wiliam ( 1998 ) showed that if formative appraisal was improved, important additions and betterments in larning were besides achieved. They argue that the overall quality of instruction and acquisition can be improved by heightening instructors ‘ ability to utilize formative appraisal efficaciously. It is interesting to observe that much of the research besides showed that bettering formative appraisal helps lower attainers more than the higher attaining scholars. This implies that effectual formative appraisal of numeracy should hold a greater impact on the success of Skills for Life scholars who tend to be lower attainers. The most common signifiers of appraisal used by numeracy instructors are formative and include teacher observation, portfolios and self-assessment ( Benseman, Lander and Sutton, 2005, online ) . CERI ( 2008, online ) said feedback can be used to detect the extent of scholar apprehension and aid instructors to flip their instruction at the right degree so that scholars can go on to better their accomplishments. By supplying feedback, instructors are able to concentrate on what scholars do and make non understand and are therefore better able to set their instruction schemes to run into single demands. Adapting the instruction and larning procedure from the consequences of formative appraisal draws upon a instructor ‘s pedagogical and capable cognition and besides requires a great trade of flexibleness and creativeness on their portion. Feedback should concentrate on the issue, be specific and constructive and offer thoughts of how the scholars could better. It should non be excessively drawn-out and should ne'er stop negatively, harmonizing to Derrick and Ecclestone ( 2006, online ) . It is indispensable that feedback includes suggestions about ways to better hereafter larning public presentation ( CERI, 2008, online ) .Staff and Staff TrainingDingwall ( 2000, online ) and Schmitt ( 2003, online ) rise concerns about the maths accomplishments and apprehension of instructors presenting numeracy, allow alone their numeracy learning accomplishments. A coach ‘s experience of learning numeracy has been found to positively affect scholars ‘ advancement in and attitude towards numeracy ( Cara and de Coulon, 2008, online ) . Therefore, the Government began developing compulsory instruction makings for new instructors from 2002 ( Cara and de Coulon, 2008, online and Simpson, 2008 ) . The Further Education Nation al Training Organisation ( FENTO ) developed a new scope ( Level 2 to Level 4 ) of learning makings for numeracy coachs. Newly qualified instructors are expected to hold a generic instruction making ; for illustration, a Certificate in Education ( CertEd ) or a Postgraduate Certificate in Education ( PGCE ) , every bit good as a capable specializer making ( Level 4 ) . Those already learning Skills for Life have been encouraged to derive these makings every bit good so that by 2010, all post-16 instructors will be to the full qualified ( McIntosh, 2005, online ) . In 2004, the TUC recommended that merely to the full trained staff should be employed and it is pointed out by Benseman, Sutton and Lander ( 2005, online ) that those staff should set about regular Continuous Professional Development ( CPD ) to update their accomplishments. Interestingly, in 2005/2006, merely 29 % of numeracy instructors were to the full qualified and 18 % of them did non hold any teaching makings at all ( Cara and de Coulon, 2008, online ) . In footings of experience, nevertheless, Coben et Al. ( 2006, online ) found that in a survey of 34 instructors, they had, on norm, been learning maths or numeracy for 13 old ages and learning grownups for 8 old ages. In comparing with Cara and de Coulon ( 2008, online ) , Coben et Al. ( 2006, online ) identified that 79 % had a making in maths and 88 % had a teaching making but that merely 18 % had gained the new degree 4 making in grownup numeracy instruction. There is much grounds to propose that extremely qualified instructors lead to higher accomplishment of scholars but there is besides grounds to counter this from research that suggested that over-qualified instructors are sometimes less effectual at presenting numeracy to grownups ( Cara and de Coulon, 2008, online and Cara et al. , 2008, online ) . It is interesting to observe that numeracy specific CPD requested by respondents at a treatment group about the province of numeracy learning included practical, hands-on workshops focussed on effectual diagnostic appraisal ( Wedgbury, 2005 ) . Mackay et Al. ( 2006, online ) found that other precedence countries for professional development included covering with the demands of scholars with several disadvantages, developing accomplishments in the usage of computing machines when presenting numeracy and understanding the backgrounds and demands of peculiar groups of scholars. These research workers besides found numeracy staff requested that professional development be provided by experts and appealed for the chance to portion good instruction pattern with equals, experiencing that this would be an effectual manner to turn to any spreads in accomplishments and cognition. Presently there is an over-reliance on voluntary or parttime instructors and this presents a barrier to the development of effectual pattern ( CERI, 2008, online ) . However, holding voluntaries who have been selected carefully and good trained does enable larning to be farther tailored to individual ‘s demands ( McIntosh, 2005, online and CERI, 2008, online ) . McIntosh ( 2005, online ) recommends that larning is delivered by full-time staff and confirming research suggests that learning is less effectual overall when delivered by largely parttime staff because this can take to miss of consistence in learning attacks and less engagement in CPD ( McIntosh, 2005, online and Benseman, Sutton and Lander, 2005, online ) .So what is â€Å" Good Practice † in Numeracy?â€Å" Most scholars on grownup numeracy classs have studied the topic of numeracy or mathematics in primary and secondary school. Many have besides attended cardinal accomplishments and a Return to Study class, and helped their ain kids. They have had several different instructors and experienced assorted teaching/learning attacks. So why have n't any of these done the fast one? † ( Kirby and Sellers, 2006 p4, online ) . Appendix c provides a sum-up of best pattern in learning and larning numeracy compiled after extended research by the writer. Possibly the importance of each pattern is emphasised by the figure of research workers citing it as best pattern. Many of the patterns mentioned in Appendix degree Celsiuss are discussed in the undermentioned text. Adult numeracy programmes are thought to be effectual if they are designed and delivered in conformity with the â€Å" best patterns † of big instruction, including associating larning to ends, constructing on old cognition and experience, doing the acquisition relevant, concentrating on scholars and their state of affairss and maximizing flexibleness ( Dingwall, 2000, online ) . The TUC ( 2004 ) expand on this, summarizing good instruction as shown in Appendix vitamin D. In footings of length of survey, research suggests that a lower limit of 100 hours per twelvemonth are necessary in order for scholars to demo some accomplishments ( Benseman, Sutton & A ; Lander, 2005, online ) . McIntosh ( 2005, online ) found intensive classs over a long period of clip have proved most successful for pupils up to Entry Level or Level 1. McIntosh ( 2005, online ) and Benseman, Sutton and Lander ( 2005, online ) agree that scholars below Entry Level should hold entree to 330-450 hours of larning. Those already at Entry Level necessitate 210-329 hours and those at Level 1 need 120-209 hours. Ginsburg and Gal ( 1996, p16, online ) , back up the theoretical account shown in Figure 2.3, saying that coachs should supply chances for grownup scholars to â€Å" †¦ grok a state of affairs, make up one's mind what to make, and take the right tool ( s ) from their â€Å" mathematical tool thorax † that will enable them to make a sensible solution † because this is what they will necessitate to be able to make in their lives. Ginsburg and Gal ( 1996, online ) besides steadfastly believe that a important proportion of Sessionss should be focussed on situational inquiries so that scholars have the chance to analyze state of affairss and determine which numeracy accomplishments are required. â€Å" Ultimately, direction should take to be more evidently utile ( maintaining pupils involved and coming ) and more cognitively meaningful ( so that pupils will be more likely to go forth the schoolroom with accomplishments that will be retained and applied ) † ( Ginsburg and Gal, 1996, p17, online ) .Figure 2.3: Model for Numeracy Tuition ( Ciancone, 1988, p11, online )existent universe abstract concrete account motive pattern application High quality resources should be used to back up all numeracy work. Harmonizing to Pert ( 2009, online ) the chief modification factors to this are the institutional budget allocated to buying published resources and the clip instructors have available to make advanced and inspiring stuffs. It is critical that numeracy instructors recognise scholars ‘ personal attacks to work outing peculiar jobs. Teachers should do attempts to understand what the scholar is really making, how their method really works, why they have chosen this peculiar method and the success rate of their chosen method. â€Å" Merely if the scholar ‘s method is unsuccessful, arduous and has limited usage should you see enforcing an alternate algorithm † ( Pert, 2009, p19, online ) . Ginsburg and Gal ( 1996, online ) besides recommend that coachs should inquire scholars why they did what they did and what alternative method they could hold used. If the method is successful, a instructor would hold to be highly confident that a more traditional method of computation would keep important benefits for the scholars before swapping, harmonizing to Pert ( 2009, online ) . Derrick and Ecclestone ( 2006, online ) found that â€Å" student-centred acquisition † featured on a regular basis in big instruction research but it was unfastened to diverse reading by instructors. Apparently, numeracy instructors interpret this by believing that illustrations should be every bit ocular as possible, learning AIDSs should be used, illustrations should be related to the â€Å" existent universe † and accomplishments should be consolidated through alteration ( Benseman, Lander and Sutton, 2005, online ) . Using kinesthetic stuffs can increase learner motive, increase interaction and treatment and better formative appraisal due to instructors being able to detect where acquisition is taking topographic point or name any troubles ( Kirby and Sellers, 2006, online ) . They conclude that increased activity in numeracy Sessionss seems to better scholars ‘ apprehension and makes Sessionss more merriment and synergistic, but province that utilizing kinesthetic and haptic attacks requires more clip to be spent preparing resources. However, instructors have said that, irrespective of the clip spent preparing resources, they felt motivated to utilize kinesthetic attacks because of the benefits to the scholars. Kirby and Sellers ( 2006, online ) found that increased activity in numeracy Sessionss seemed to better scholars ‘ apprehension and made Sessionss more merriment and synergistic. Teachers should be encouraged to develop a repertory of oppugning techniques and portion their tho ughts with co-workers. Double, taking, rhetorical and closed inquiries are non thought to be peculiarly utile when learning numeracy because they discourage scholars from reflecting on the job or acknowledging that they do non understand the construct ( Derrick and Ecclestone, 2006, online ) . Black et Al. ( 2006 ) found a direct nexus between the types of oppugning used by instructors to look into acquisition and apprehension and improved motive of scholars. Traditionally, numeracy is taught to the whole category and so scholars work through worksheets separately but this attack allows small collaborative larning with equals in order to portion experiences. It is better pattern to advance group larning so that scholars can larn from each other and assist each other to develop solutions to the numerical jobs set ( Pert, 2009, online ) . Foster and Beddie, 2005, p6, online agree that â€Å" Human interaction is indispensable for effectual instruction and acquisition. † Ciancone ( 1988, p11-12, online ) makes the undermentioned recommendations to numeracy coachs when learning grownups which concur with the positions of writers already mentioned: Each little measure in learning a accomplishment should be consolidated before traveling on to the following measure It is better to reenforce a scholar ‘s method than to present a new method Lessons and larning stuffs should be independent and self-contained due to the irregular attending of some grownup scholars Be cognizant of the scholar ‘s reading ability and cultural background Informal larning utilizing games and mystifiers should be introduced sensitively if the scholar ‘s past acquisition experience was really academic Peer-group coaction should be encouraged since the best manner to clear up apprehension of a construct is to explicate it to person else Use single and group work, depending on the accomplishment to be learned In drumhead, harmonizing to Benseman, Lander and Sutton ( 2005, online ) , effectual numeracy instructors plan exhaustively, utilize a scope of larning activities and stuffs, inquiry scholars skillfully and give constructive feedback to scholars. Ineffective numeracy instructors ask merely general inquiries and do non put specific undertakings for scholars to show their new accomplishments. To reason, â€Å" Teaching is a professional, skilled activity. Expert instructors do non come into the schoolroom programmed with a set of regulations drawn from a manual of good instruction pattern†¦ Excellent instruction is founded on penetration, creativeness and opinion † ( Heggary, 2003, p30 cited in McNamara, 2004 ) . This literature reappraisal has investigated several countries of instruction and larning numeracy and the information gained has been used to inform the writer ‘s research tools when analyzing the larning experience of numeracy scholars at a Further Education College in Staffordshire.

Out of Time

Out of Time is a poem written by Kenneth Slessor and is one of his personally favorite poems to date he has written. Time is personified in this poem, but also associated with the natural phenomenon of water, or vessels such as yachts seen on Slessor’s favorite location, Sydney Harbor (which is itself personified). Personification gives immediacy to an abstraction such as time, and elicits evaluative responses which are more arresting than an address to an abstraction could ever be. So Slessor finds that Time ‘enfolds me in its bed’, but – in the next line – it is ‘the bony knife’ which ‘runs me through. Seeing time everywhere, he notes that it flows through all things and his heart rebukes him: â€Å"Time flows, not you. † Kenneth Slessor constantly reminds us during the first part of the poem that time itself cannot be slowed down or stopped; it is just a force that never stops or runs out. He seems pessimistic about the subject of Time though, as he constantly keeps repeating himself which is why he chose the title for the poem as, ‘Out of Time’ because no matter what, Time will never stop for anyone or anything. He is the pawn of Time whose mastery is complete and indifferent to his emotions: it ‘drills me, drives through bone and vein’, just as ‘water bends the seaweeds in the sea. ’ Time may be cruelly dominant, but the speaker’s view of himself is worse: ‘the tide goes over but the weeds remain’. Yet the engagement with Time and its indifference to us. In both senses, we are, ‘Out of Time’: that is, at once part of its scheme, but then abandoned by it; and also (as in music) out of kilter with its rhythms and purposes. Contrastingly, in the second section, Time is now seen at a disadvantage (which, again, is given immediacy by personification). Time, always flowing, cannot abide in the lovely moments it affords. Ever changing, he is subservient to ‘to-morrow’ and deaf to the entreaties of such as ‘beauty’, urging him to be ‘still’. This is his ‘fate’. Slessor’s execration of Time intensifies as the stanzas proceed, as he proceeds himself through a depressing sequence of ‘dead now’s and heres’: ‘He keeps appointment with a million years’. In contrast, by implication, our limited human experience now begins to appear preferable: ‘I and the moment laugh, and let him go, / Leaning against his golden undertow. ’ Thesis and antithesis anticipate synthesis. Slessor’s threefold ordering of the poem has the structure of an argument. Accordingly, the third section celebrates what the first section denigrated: the moment out of time that liberates us from our time-bound world. Cleverly, Slessor takes a word separate from language to celebrate this escape from ordinariness. The speaker, so critical of himself earlier, now celebrates himself as ‘part’ of a dispensation that is ‘fleshless and ageless, changeless and made free†. His heart, in a rhetorical question, inquires: ‘Fool, would you leave this country? ’ But, as the first word suggest, it is not finally a rhetorical query, as the poem, in closing, returns to its beginning. Time’s ever-flowing processes cannot be resisted: ‘ I was taken by the suck of sea’, and mortality is grimly recovered is grimly recovered, along with the original imagery of the first section in a rhyming couplet that is too pat: ‘ The gulls go down, the body dies and rots, / And Time flows past them like a hundred yachts. In my opinion this is one of my favorite poems of Kenneth Slessor so far, as all 3 parts interconnect with each other which allows for very deep and meaningful analysis. He also discusses and describe that time cannot be controlled or stopped, it only flow’s on which most people and including me, can instantly relate to.

Bachelor’s Degree and Scholarship Essay

At Full Sail University, we understand that deciding where and how to pursue higher education is an important and life-changing decision. This guide is designed to help you understand your financial options when it comes to Full Sail University by providing a detailed list of possible scholarships that may be available to you, as well as the guidelines and requirements applicable to each scholarship. If you have any questions about the information in this booklet or would like to apply for any of the scholarships within, please contact an Admissions Representative at 800. 226. 7625. 2 Campus Scholarships. 3 Anniversary SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of future generations of entertainment and media professionals. To demonstrate our commitment, Full Sail University introduces the Anniversary Scholarship program. This program is designed to offer assistance to qualified individuals who are passionate about a career in the entertainment media industry. 4 Anniversary SCHOLARSHIP AWARDS The Anniversary Scholarship program will award up to $10,000 to eligible Full Sail 20- to 21-month campus Bachelor degree program candidates. See more: how to write a scholarship essay for study abroad This scholarship fund is limited and will be awarded to all applicants who meet the eligibility requirements and according to the award determination process as outlined below. HOW TO APPLY †¢ The Anniversary Scholarship application must be submitted to the Full Sail Scholarship Committee prior to the desired start date. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have applied for a start date beginning May 6, June 3, or July 8, 2013 as a new student to Full Sail. †¢ Applicants must have completed a formal interview with their Full Sail Admissions representative. †¢ An interruption of training, change of degree program, or withdrawal may result in cancellation of scholarship award and disbursement(s). Student understands that a change of student status may impact eligibility. †¢ The Anniversary Scholarship may be used with other Full Sail University scholarship programs. †¢ Final award of scholarship is contingent upon receipt of all required Admissions and Financial Aid documents by start date. †¢ Students who delay their start date will forfeit eligibility. †¢ Funds from the Anniversary Scholarship may be used only toward the tuition of an eligible Full Sail 20- to 21-month campus Bachelor degree program. †¢ The scholarship is nontransferable and has no redeemable cash value. †¢ Financial aid available for those who qualify. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. AWARD NOTIFICATION †¢ Recipients will be notified by the Full Sail University Admissions department prior to beginning their degree program, provided eligibility requirements above are met. †¢ Scholarship amount will be disbursed throughout student’s academic years, as applicable, and divided equally between academic years. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for an Anniversary Scholarship must: †¢ Complete an Anniversary Scholarship application and an original 250-word essay on â€Å"Your Place in the Entertainment Media Industry in Ten Years† in the area provided. 5 Full Sail Merit SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of future generations of media professionals. In an effort to further this encouragement and development, Full Sail introduces the Full Sail Merit Scholarship Program. This program is designed to offer assistance to deserving individuals passionate about a career in the entertainment media industry. Through the Full Sail Merit Scholarship Program, eligible participants may receive up to $3,000 toward the tuition of any Full Sail campus degree program. 6 Full Sail Merit SCHOLARSHIP AWARDS The Full Sail Merit Scholarship Program will award up to $3,000 to eligible candidates. Scholarship amounts will vary. HOW TO APPLY †¢ The Merit Scholarship Application must be submitted to the Full Sail Scholarship Committee at least two weeks prior to the desired start date. †¢ Official Final Transcripts must be submitted to the Full Sail Enrollment Department and on file at least two weeks prior to start date. †¢ Full Sail will reference official transcripts to confirm GPA eligibility. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. †¢ Recipients will be notified on Propeller: Launch the Thursday following the application deadline date. †¢ The scholarship will be disbursed during the student’s final academic year, as applicable. PROVISIONS †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have filled out a FAFSA or confirmed cash payments. †¢ Funds from the Full Sail Merit Scholarship may be used only toward the tuition of a Full Sail Associate of Science, Bachelor of Science, or Master of Science campus degree program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Merit Scholarship should: †¢ Be a minimum of 18 years old or have the consent of a parent(s)/ guardian(s) to attend Full Sail †¢ Have earned a standard high school diploma †¢ Have achieved a minimum overall GPA of 3. 0 on a 4. 0 (B average) scale during their secondary education, or postsecondary (30 semester credits minimum) education 7 The Full Sail Alumni SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of current and future generations of media professionals. In an effort to further this encouragement and development, Full Sail introduces the Full Sail Alumni Scholarship Program. This program is designed to offer assistance to deserving alumni passionate about advancing their career and education in the entertainment media industry. Through the Full Sail Alumni Scholarship Program, eligible participants may receive up to $3,000 toward the tuition of any Full Sail campus degree program. 8 The Full Sail Alumni SCHOLARSHIP AWARDS The Full Sail Alumni Scholarship Program will award up to $3,000 to eligible Full Sail students enrolled for an additional campus degree program as a returning student. Scholarship amounts will vary. HOW TO APPLY Full Sail will reference the student’s overall grade as of the deadline date to confirm grade eligibility. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have filled out a FAFSA or confirmed cash payments. †¢ Funds from the Full Sail Alumni Scholarship may be used only towards the tuition of a Full Sail Associate of Science, Bachelor of Science, or Master of Science campus degree program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for an Alumni Scholarship should: †¢ Have achieved a minimum overall grade of B or better in previous Full Sail coursework (80 overall numeric grade average) †¢ Have graduated or will graduate from their previous Full Sail campus degree program as a student in good academic and financial standing †¢ Have demonstrated an exceptional ability and dedication to their desired path in the entertainment media industry AWARD DETERMINATION Recipients will be notified on Propeller: Launch the Tuesday following the application deadline date. 9 Full Sail Entertainment & Media Industry SCHOLARSHIP FOR WOMEN MISSION STATEMENT Full Sail University maintains its commitment to taking dreams seriously by offering the Entertainment & Media Industry Scholarship for Women. This program is designed to offer assistance to deserving women with the potential to make a positive impact on the entertainment industry based on their demonstrated talent, passion, and skills. Through the Full Sail Entertainment & Media Industry Scholarship for Women Program, eligible participants may receive up to $2000 toward the tuition of any Full Sail campus degree program. 10 Full Sail Entertainment & Media Industry SCHOLARSHIP FOR WOMEN AWARDS The Full Sail Entertainment & Media Industry Scholarship for Women Program will award up to $2000 to eligible candidates. Scholarship amounts will vary. HOW TO APPLY †¢ The Entertainment & Media Scholarship for Women Application must be submitted to the Full Sail Scholarship Committee the Tuesday prior to the desired start date. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have filled out a FAFSA or confirmed cash payments. †¢ Funds from the Full Sail Entertainment & Media Scholarship for Women may be used only towards the tuition of a Full Sail Associate of Science, Bachelor of Science, or Master of Science Degree Program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS. In order to be eligible for consideration, those applying for an Entertainment & Media Industry Scholarship for Women should: †¢ Be a female first-time student starting a Full Sail University campus degree program. †¢ Have demonstrated an exceptional ability and dedication to their desired path in the entertainment media industry by submission of a 250-word essay. Original essay is on â€Å"How Women Can Have a Positive Impact on the Entertainment and Media Industry. † AWARD DETERMINATION †¢ Applicants’ submissions will be evaluated by a scholarship committee on the following criteria: originality, composition, clarity, and relevance to the topic. †¢ Notification Recipients will be notified via Propeller: Launch, Full Sail’s enrollment portal, on the Tuesday following the application deadline date. †¢ Scholarship will be disbursed throughout the student’s academic years, amount to be divided equally between semesters, as applicable. 11 Platinum Dream SCHOLARSHIP MISSION STATEMENT Full Sail University, one of the world’s foremost colleges for entertainment media and media communications, is dedicated to the education and encouragement of future generations of media professionals. In an effort to  further this dedication and encouragement, Full Sail introduces the Full Sail Platinum Dream Scholarship Program. The purpose of this program is to aid deserving individuals that are focused on careers in entertainment media by assisting them with financial need related to their education. 12 Platinum Dream SCHOLARSHIP AWARDS Through The Full Sail Platinum Dream Scholarship Program, eligible participants may receive scholarship funds if need is demonstrated. HOW TO APPLY The Platinum Dream Scholarship nominees will be submitted by a Full Sail University Enrollment Guide or Financial Aid Administrator. Contact your Enrollment Guide or Financial Aid Administrator for details. PROVISIONS †¢ Applicants must have already applied and have been accepted for admission or must be currently enrolled at Full Sail University. †¢ Applicants must have earned a standard high school diploma or equivalent GED. †¢ Funds from the Full Sail Platinum Dream Scholarship may be used only towards the tuition of a Full Sail Associate of Science or Bachelor of Science Degree Program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ Funds may not be used to cover Full Sail Application Fee or Seat Deposit. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Platinum Dream Scholarship should: †¢ Be a minimum of eighteen years old or have the consent of a parent(s)/guardian(s) to attend Full Sail †¢ Have completed the Admissions/Financial Aid process and demonstrate need, calculated based on a need-based formula †¢ Have completed a FAFSA and fulfilled all Admission Requirements. 13 Global Achievement SCHOLARSHIP MISSION STATEMENT The Full Sail Global Achievement Scholarship is designed to encourage and develop future international entertainment and media professionals throughout the world. Through the Global Achievement Scholarship, eligible participants may receive up to $5,000 toward the tuition of their Full Sail campus degree program. 14 Global Achievement SCHOLARSHIP AWARDS The Global Achievement Scholarship will award up to $5,000 to eligible campus degree program candidates. This scholarship fund is limited, and will be awarded to all applicants who meet the eligibility requirements and according to the award determination process as outlined below. HOW TO APPLY The Global Achievement Scholarship application must be submitted to the Full Sail Scholarship Committee prior to the desired start date. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have conducted a formal interview with their Full Sail Admissions Representative. †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have applied as a new student for a Full Sail campus degree program. †¢ Applicants must have met the entrance requirements for the desired Full Sail campus degree program. †¢ A change of degree program, interruption of training, or withdrawal may result in cancellation of scholarship award and disbursement. Student understands that a change of student status may impact eligibility. †¢ The Global Achievement Scholarship may be used with other Full Sail scholarships. †¢ Funds from the Global Achievement Scholarship may be used only toward the tuition of a Full Sail campus degree program. †¢ The scholarship is nontransferable and has no redeemable cash value. †¢ Financial aid available for those who qualify. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Global Achievement Scholarship must: †¢ Be a non-US citizen. †¢ Complete and submit the Global Achievement application, and an original 500-word essay on â€Å"How My Full Sail Education Will Help Me Achieve My Career Dream† prior to the first day of class. AWARD DETERMINATION. †¢ Applicants’ essays will be evaluated by a scholarship committee on the following criteria: originality, composition, clarity and relevance to the topic. Essays judged outstanding will be awarded. †¢ Recipients will be notified by the Full Sail University Admissions Department prior to beginning their degree program, provided eligibility requirements above are met. †¢ Scholarship amount will be disbursed throughout student’s academic years, amount to be divided equally between semesters, as applicable. 15 Dedication SCHOLARSHIP MISSION STATEMENT. The Full Sail Dedication Scholarship is designed to encourage and develop future entertainment and media professionals who demonstrate true dedication to achieving excellence within their chosen career path. Through the Dedication Scholarship, eligible participants may receive $1,000 toward the tuition of their Full Sail campus degree program. Students may qualify to receive up to $1,000 in additional funding after beginning their education. 16 Dedication SCHOLARSHIP AWARDS The Dedication Scholarship will award $1,000 to eligible campus degree program candidates in their first academic year. An eligible student may be awarded up to $1,000 in additional Dedication Scholarship in their second academic year. This scholarship fund is limited, and will be awarded to all applicants who meet the eligibility requirements and according to the award determination process as outlined below. HOW TO APPLY The Dedication Scholarship application must be submitted to the Full Sail Scholarship Committee prior to the desired start date. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have applied as a new student for a Full Sail campus degree program. †¢ A change of degree program, interruption of training, or withdrawal may result in cancellation of scholarship award and disbursement. Student understands that a change of student status may impact eligibility. †¢ The Dedication Scholarship may be used with other Full Sail scholarships. †¢ Funds from the Dedication Scholarship may be used only toward the tuition of a Full Sail campus degree program. †¢ The scholarship is nontransferable and has no redeemable cash value. †¢ Financial aid available for those who qualify. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. AWARD DETERMINATION †¢ Applicants’ essays will be evaluated by a scholarship committee on the following criteria: originality, composition, clarity and relevance to the topic. †¢ Applicants’ Full Sail documentation will be referenced for verification of attendance and date attended at a Behind the Scenes Tour. Applicants’ GPA and GPS score upon completion of first academic year will be referenced for eligibility of subsequent awards as applicable. †¢ Recipients will be notified by the Full Sail University Admissions Department prior to beginning their degree program, provided eligibility requirements above are met. Students will be notified by the Academic Success Department of subsequent awards earned while student is attending. †¢ The $1,000 scholarship award for Behind the Scenes Tour attendance will be disbursed in first academic year, amount to be divided equally between semesters. The $500 award for 3. 0 GPA and/or the $500 award for 100% GPS score will be disbursed in last semester of second academic year, as applicable. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Dedication Scholarship must: †¢ Have attended one of Full Sail’s monthly Behind the Scenes Tours a year or less prior to beginning class †¢ Complete and submit the Dedication Scholarship application, and an original 250-word essay on â€Å"Dedication and My Career Dream† prior to the first day of class in order to be eligible for a $1,000 scholarship award in the first academic year †¢ Maintain a minimum, cumulative GPA of 3. 0 for first academic year, for an additional $500 award †¢ Maintain a minimum, cumulative Global Professionalism Standards (GPS) score of 100% for first academic year, for an additional $500 award 17 Online Scholarships 18 Full Sail Education Media SCHOLARSHIP FOR TEACHERS MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of current and future generations of teachers who want to incorporate the tools of media professionals to create a dynamic learning environment. In an effort to further this encouragement and development, Full Sail introduces the Full Sail Education Media Scholarship for Teachers Program. This program is designed to offer assistance to deserving teachers passionate about advancing their career knowledge and educational role. Through the Full Sail Education Media Scholarship for Teachers Program, eligible participants may receive up to $12,000 toward the tuition of the Full Sail Creative Writing Master of Fine Arts, Education Media Design & Technology Master of Science and the Media Design Master of Fine Arts degree programs. 19 Full Sail Education Media SCHOLARSHIP FOR TEACHERS – ONLINE AWARDS This scholarship provides awards of up to $12,000 to eligible students who meet specific criteria based on financial need. To determine initial eligibility, all applicants must complete a Free Application for Federal Student Aid (FAFSA) (www. fafsa. ed. gov) and review their Federal Student Aid Report with a Full Sail Financial Aid Advisor. HOW TO APPLY Check with your Admissions Representative or Financial Aid Administrator for the deadline date applicable to your start date. Deadlines are typically the Friday two weeks prior to the first day of your degree program. †¢ Full Sail will reference student’s date of application for admission, documentation of teaching certificate, or submitted official letters of position, to confirm eligibility. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must send in Full Sail’s application for enrollment for the Creative Writing Master of Fine Arts, Education Media Design & Technology Master of Science, or Media Design Master of Fine Arts Degree. †¢ Applicants must fill out a Free Application for Federal Student Aid (FAFSA). †¢ Applicants must meet all admission requirements for acceptance into the degree program by the chosen start date. †¢ Funds from the Full Sail Education Media Scholarship for Teachers may be used only towards the tuition of the Full Sail Creative Writing Master of Fine Arts, Education Media Design & Technology Master of Science, or Media Design Master of Fine Arts Degree Program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ The Education Media Scholarship for Teachers may be used with other Full Sail scholarship programs. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for an Education Media Scholarship for Teachers must: †¢ Currently reside in the United States or Puerto Rico. †¢ Be certified as a teacher, any grade, Kindergarten through 12. Proof of certification required. Teachers at private or charter schools not requiring certification must submit an official letter from their principal stating their current teaching position and job responsibilities on school letterhead. †¢ Guidance counselors and other administrators in public education Kindergarten through grade 12, impacting students and teachers on a continual educational basis, may apply with an official letter from their principal or manager stating current position and job responsibilities on school letterhead. AWARD DETERMINATION †¢ Recipients will be notified by the Full Sail University Admissions department prior to the student beginning their degree program, provided eligibility requirements above are met. †¢ Scholarship will be disbursed throughout the student’s academic years, amount to be divided equally between semesters, as applicable. NOTIFICATION Recipients will be notified on Propeller: Launch the Tuesday following the application deadline date. †¢ Recipients will be notified by the Full Sail University Financial Aid department prior to student beginning their degree program, provided eligibility requirements are met. 20 Student Success SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of future generations of media professionals. To demonstrate our commitment, Full Sail University introduces the Student Success Scholarship program. This program is designed to offer assistance to qualified individuals passionate about a career in the entertainment media industry. 21 Student Success SCHOLARSHIP AWARDS Effective for students enrolled in an eligible degree program, the Student Success Scholarship program will award up to $3,000 to eligible candidates. Scholarship amounts will vary by degree program. AWARD DETERMINATION †¢ Full Sail University will reference SAP at the end of the student’s first semester to confirm eligibility. †¢ Scholarship will be disbursed in either the first or second academic year based upon the student’s degree program. †¢ Students enrolled in the following online degree programs are eligible to apply: †¢ Computer Animation Bachelor of Science †¢ Creative Writing for Entertainment Bachelor of Fine Arts †¢ Digital Cinematography Bachelor of Science †¢ Entertainment Business Bachelor of Science †¢ Game Art Bachelor of Science †¢ Game Design Bachelor of Science †¢ Graphic Design Bachelor of Science †¢ Internet Marketing Bachelor of Science †¢ Media Communications. Bachelor of Science †¢ Mobile Development Bachelor of Science †¢ Music Business Bachelor of Science †¢ Music Production Bachelor of Science †¢ Sports Marketing & Media Bachelor of Science †¢ Web Design & Development Bachelor of Science MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Student Success Scholarship must: †¢ Complete and submit the Student Success Scholarship application prior to the first day of class †¢ Achieve Satisfactory Academic Progress (SAP) at the end of the first semester of their Full Sail degree program and be an active full-time student. PROVISIONS †¢ Applicants must have already applied for admission to Full Sail University for an eligible online degree program. †¢ Applicants must have met the entrance requirements for the desired Full Sail University Online degree program. †¢ A change of degree program, interruption of training, or withdrawal may result in cancellation of scholarship award and disbursement(s). Student understands that a change of student status may impact eligibility. †¢ The Student Success Scholarship may be used in conjunction with other Full Sail University scholarships for which student is eligible. †¢ Funds from the Student Success Scholarship may be used only toward the tuition of Full Sail bachelor of fine arts and bachelor of science online degree program. †¢ The scholarship is non-transferable and has no redeemable cash value. HOW TO APPLY The Student Success Scholarship application must be submitted to the Full Sail Scholarship Committee at least one week prior to the desired start date. †¢ To apply for this scholarship, please contact your admissions representative at 800. 226. 7625. †¢ Financial aid available for those who qualify. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. 22 Path? nder SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of future generations of media professionals. To demonstrate our commitment, Full Sail University introduces the Pathfinder Scholarship program. This program is designed to offer assistance to qualified individuals passionate about a career in the entertainment media industry. 23 Path? nder SCHOLARSHIP AWARDS Beginning May 7, 2013, the Pathfinder Scholarship program will award up to $6,500 to eligible students. HOW TO APPLY †¢ The Pathfinder Scholarship application must be submitted to the Full Sail Scholarship Committee at least one week prior to the desired start date. †¢ Check with your Enrollment Guide for the deadline date applicable to your start date. PROVISIONS †¢ The scholarship may be reallocated to future financial aid years based on the student’s tuition need. †¢ An interruption of training, change of degree program, or withdrawal may result in cancellation of scholarship award and disbursement(s). Student understands that a change of student status may impact eligibility. †¢ The Pathfinder Scholarship may be used with the Student Success Scholarship. †¢ Final award of scholarship is contingent upon receipt of all required Admissions and Financial Aid documents by start date. †¢ Students who delay their start date will forfeit eligibility. †¢ Funds from the Pathfinder Scholarship may be used only toward the tuition of a Full Sail University online bachelor’s degree program. Funds may not be used to cover the Full Sail University application fee. †¢ The scholarship is nontransferable and has no redeemable cash value. †¢ Financial aid is available for those who qualify. †¢ THE PATHFINDER SCHOLARSHIP FUND IS LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Pathfinder Scholarship must: †¢ Have applied for admission to Full Sail University for an online bachelor’s degree program and start classes on June 3rd, July 8th, or August 5th, 2013. †¢ Have met the entrance requirements for the desired Full Sail University online degree program. †¢ Have completed a Free Application for Federal Student Aid (FAFSA) (www. fafsa. ed. gov) and reviewed their Federal Student Aid Report with a Full Sail University Enrollment Guide. †¢ Have completed the Online Education Readiness Evaluation (OERE)* and been found as highly competent, as determined by Full Sail University. †¢ Have completed the Enrollment/Financial Aid process and demonstrated need, calculated by a need-based formula. * The OERE assesses whether the student has the necessary skills, competencies, and access to technology to succeed in a distance education environment. The evaluation consists of a pre-entry questionnaire, a student preferences survey, and an Online Education Readiness Module. AWARD NOTIFICATION †¢ Recipients will be notified by their Enrollment Guide prior to beginning their degree program, provided eligibility requirements above are met. †¢ Scholarship amount will be disbursed throughout student’s academic years, as applicable, based on the student’s tuition need. 24 View as multi-pages TOPICS IN THIS DOCUMENT Bachelor of Science, Bachelor’s degree, Student financial aid, Master’s degree, Academic degree, Financial aid, Undergraduate education, Scholarship. RELATED DOCUMENTS Associate’s Degree and Bachelor’s Degree †¦ either an associate’s degree, or bachelor’s degree and with good reason. Although it takes time, and can be expensive, the benefits of getting your college degree are worth it. In this essay I will compare the associate’s degree to the bachelor degree focusing on the amount of time it takes, what it costs, and what the benefits are for degree holders. An associate’s degree is a†¦ 4375 Words | 2 Pages READ FULL DOCUMENT Analysis of Bachelor’s Degree in Nursing †¦ John Wolf, president of Wolf Motors, had just returned to his office after visiting the company’s newly acquired automotive dealership. It was the fourth Wolf Motors’ dealership in a network that served a metropolitan area of 400,000 people. Beyond the metropolitan area, but within a 45-minute drive, were another 500,000 people. Each of the dealerships in the network marketed a different make of automobile and historically had operated autonomously. Wolf was particularly excited about this†¦ 4375 Words |

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Evaluating source material - Essay Example analytical because it states social responsibility refers to action that is accepted by the society using the words, â€Å"an action that society expects.† However, the authors do not state their point clearly. Instead of using the word ‘rather,’ they would have used the term additionally. This term is more analytical than ‘rather.’ The third paragraph is analytical because the author uses the word â€Å"this process, however, is predicated on the interrelationship between business and society where each one is interdependent and responsible together for the outcomes,’ to indicate that the continuity of business ethics depends on the relationship between the society and organizations. The authors have also supported their point using a citation that recognizes the authors who argued that for the development of mutual relationship between the society and businesses (Stevenson, & Wood, 2008). I would like to ask the authors to identify the model of business ethics that they promised to deliver in the introduction. This is because the authors stated that their aim of writing the paper was to provide a business ethics model, which is lacking in previous literature. I would also like to ask the authors how many sources of literature they analyzed to conclude that no one has developed a model of business ethics. I would also ask the authors to explain whether it is only executives who should act ethically in their

E-commerce Initiative by Competing Firms Term Paper

E-commerce Initiative by Competing Firms - Term Paper Example The researcher states that commerce is often a basic economic activity that mostly involves trading or the buying and selling of goods and services. During the early days, businesses were mostly conducted face to face for example a customer would enter a bookshop, examines the books, and pays for them. In order to fulfill the customer requirements, the bookshop needs to carry out other transactions and business functions such as to process the payment. However, with the advancement in technology whose aim is to cover a larger market segment, the question is whether the commercial transactions and business functions can be carried out electronically in a more successful manner. E-commerce is therefore an important activity a firm can venture into if it wants to be successful. Thus in E-commerce there is no paperwork or personal contact. In order for a firm to be successful, it must look back to what used to be done to the traditional business, how management used to operate in those t imes and the information technology that was applied. Moreover, the company needs to evaluate its business environment and other factors such as corporate strategies, her business structure, and the resources available for the business. Ecommerce has lately changed the economy and affecting most companies on how they transact their business. Today, it is clear that no company can ignore ecommerce as it has been a more effective method of doing business and more convenient to even customers. Business strategy is a long term plan on how a given company will get enough profit to keep it in operation. However, this can be possible if the given company if the given ecommerce strategy would be able to implement the given activity in the most efficient way. Ritesh believes that for a successful ecommerce strategy, the company must consider their relationship with the consumer. Most often, the business owners neglect their relationship with the buyer and in so doing, they would be losing cu stomers. Therefore, good customer service online goes hand in hand to retaining customers as the sole aim of a business is to make a profit that depends on retaining and acquiring new customers. Moreover, supply chain management is also essential in a successful online business as it ensures good communication between the business and the consumer (98). The four companies use ecommerce which has made them take advantage of tools and techniques being provided in the ecommerce websites such as the shopping cart, use of video that are more cost effective and easier to implement by the organization. However, they have adopted in the use of business strategies due to the much competition amongst themselves. Safaricom, Zain, Orange, and Yu mobile service providers have come up with different strategies in order to gain a competitive edge over the other. 1.1 Costs The four firms located in the same environment have mostly been successful in Kenya where they have looked for ways to gain a c ompetitive advantage over them. This strategy aims at a firm becoming the lowest production company in a given industry. However, it is never an easy way so it calls for nice planning on how to do it. In the past companies often had to deal with the issue of competition with either increasing their sales or by decreasing cost in order to

Knowledge Management organizational practice Essay

Knowledge Management organizational practice - Essay Example One popular characterization of KM defines it as "the explicit and systematic management of vital knowledge and its associated processes of creating, gathering, organizing, diffusion, use and exploitation, in pursuit of organizational objectives" (Skyrme, 2002, p. 4). Traditionally, two major views have been presented in the scholarly literature on KM, namely: the informational resources management (or management of explicit knowledge) and management, which creates the environment in which people could easily develop and share the knowledge. The key distinction between these two views is that they adopt different views on the importance of the two basic forms of knowledge that exist within any organizational setting. Knowledge is an abstract multilateral concept which encompasses a wide range of facts, specific skills, procedural knowledge etc. Although the elements of knowledge seem to be equally important there have been many attempts to arrange the internal structure of knowledge in a sort of order. One of the most popular classifications of knowledge widely applied in the organisational research is based on the distinction between tacit and explicit knowledge Tacit knowledge as a specific form of knowledge in organizational setting was identified by Polanyi (1962). (Polanyi, 1966). Nonaka and Takeuchi (1995) define tacit knowledge as "... highly personal and hard to formalize. Subjective insights, intuitions and hunches fall into this category of knowledge" (p. 40). In other words, tacit knowledge is knowledge which exists 'within' or inside individuals and, therefore, it is extremely difficult to express, transfer or share with others (Newell et al. 2002, p. 3). By contrast, the explicit knowledge is the form of knowledge that allegedly can be explained by individuals. This implies that the useful knowledge possessed by each individual can be articulated and made explicit (accessible to other members of the organization). Explicit knowledge can then be transferred across the whole organization in codified form (e.g. documents, drawings, procedures, manuals, databases, etc.) with information systems playing the key role in the transfer (Sanchez). Nonaka and Takeuchi (1995) define explicit knowledge as follows: "can be expressed in words and numbers and can be easily communicated and shared in the form of hard data, scientific formulae, codified procedures or universal principles" (p. 40). Explicit knowledge in organizations is commonly stored in databases and other documents; the place of tacit knowledge is in the brains of people. Several knowledge management programmes implemented in the organisational practice paid specific attention to converting tacit knowledge into explicit knowledge believing such approach would result in substantial benefits. However, such attempts mostly proved useless and ineffective because no document, database or other source of explicit knowledge has the potential to adequately replicate the experience accumulated by human being over long years of work. The cognitive

Cyber Ethics Essay Example | Topics and Well Written Essays - 1250 words

Cyber Ethics - Essay Example The topics under discussion are the downloading of songs (copyrighted and patented music content) and online published books or e-books. The idea of downloading these materials is considered illegal in the technological environment. On the other hand ethics in the society would argue that downloading of these materials is legitimate to some level and is considered right since it serves the society in an advantageous way through offering education. The revolution of the internet has seen the need for the multiple millions of online users to gain access to information (Palfrey, 2009). Cyber ethics are divided and different in different countries around the world. The involvement of the worldwide governments in the internet age is important in bridging the gap to information access. Do not think an interested, talented and passionate music artist, or a bright, intelligent genius individual should be denied access to information or material that would help them better their talents or im prove on their research skills (Palfrey, 2009). One instance of this is exemplified by the Google’s YouTube website which restricts the viewing of Videos to certain locations around the globe. This is a perfect example of denial of access to information. ... The decisions made by every single user (students) regarding the use of copyrighted material are dependent on the ownership of the particular service or good (material). Let us say, for example, one user legally purchases an artist’s album form ITunes or for the accredited stores. Well, after purchase ownership changes (Palfrey, 2009). One would argue form the above example that after the transfer of ownership after purchase of the good, the owner has all the right to do anything they want with the material they bought or purchased. The social norms and laws give the understanding for this notion. Is it questionably wrong or illegitimate to lend a friend an e-book or an album I purchased with my own funds? I do not think so. This is one of the debatable facts regarding the morals of downloading material form the internet and copy updating through pasting from one user PC to the other PC. Downloading songs over the internet has been revolutionized to the extent there is a negli gible number of artist who sell tangible albums for their audio songs on sale. Sales and marketing of commodities is being carried out on the internet in major abundance. The demand on the other hand is high, bringing the idea of online piracy to supplement the high demand for the needed material. The advantage of gaining access to information is that one derives the satisfaction of getting something thy want at a particular time and the preferred way they need it. It is majority human nature not to buy a song if they know where they can get one for free. The need for access to information, knowledge, and culture are central to human freedom and human development towards future access to technology and accurate

Midterm Exam Essay Example | Topics and Well Written Essays - 1500 words - 2

Midterm Exam - Essay Example The heritage of Mesopotamian civilization consists of simple and elegant architectures that include temples where religious leader had a high position and carry out religious ceremonies. At a point in history, due to internal conflicts within the people of the region gave rise to some influential and powerful individuals, which turned out to be the rulers and their position, came under consideration as divine. The people believed that these divine rulers were the messengers of gods who has come under authorization by gods to rule over them. As the region was unprotected from the foreign invasions and attacks based on its topographical features, rich local men established a defense body to protect their land and people (Oakes, pp. 26-30). Egyptian civilization and the territory of Egypt came under situation around the river Nile. The river provided the region with natural security barrier, which protected the area and supported the irrigation and trade activities that were the basis of their economy. Due to the locality of the civilization, it provided them with tranquility and harmony in the region. The pyramids were one of the major parts of the rich heritage of the Egyptian society. In the religious context of the beliefs of the people of Egypt, pharaoh was the dominant figure that came under consideration to be ambassador of the gods with ultimate supremacy and command (Bell & Quie, pp. 6-8). Both the civilizations and cultures have many differences that separate them from each other in many aspects that include their political sector, art, and architecture, although they have played an influential role on one another, yet they are diverse and dissimilar. The language, which Mesopotamian people used to communicate, came under characterization by complex graphical and symbolic representation, whereas the Egyptian people developed the more creative language that

Ha Long Essay Example for Free

Ha Long Essay A customer buys products based on their look and the quality inside . This is an example of how tourists choose their tourist destination and I have a wonderful destination that everyone should come once time in their life Ha Long . Ha Long is one of seven nature wonders of the world. Visiting Ha Long bay, you can experience the diversity of natural views, from sandy beaches to thousand year old rocky mountains. Why should you choose Ha Long bay to visit ? The word Ha Long in Vietnamese means the dragon descends into the sea and he legend says that the island of Ha Long was created by a great dragon who lived in the mountain, it sounds very interesting. First, I will let you know about the wonderful scenery. When you come to Ha Long, you can just describe as a wow , from great father mountain to thousand year old caves, from sandy beach to diving to discover the sea . Ha Long bay will lead you from one surprise to another. Beside that, Ha Long has had a particularly significant position because of its location o​n the important communication and trade route between China, Japan and Thailand , so you can see the great combination of culture of four countries. What will you do when you come to Ha Long bay ? As I said, Ha Long is a great combination of scenary and culture , so there are so many trips that take you to experience the beauty and culture of Ha Long . You will visit Ha Long on a cruise , which is called cruise tour that will lead you visit all places in Ha Long , it looks like you are mixing with the natural , beauty of sea , mountains and caves .Come to Ha Long bay, you will have agreat opportunity to get experience about life on water , which means people live all their life on water , we call that fishing village on the sea. you can also enjoy the fresh seafood, from shrimp, fish, jelly fish to many kinds of seafood that you have never eaten and if you want to cook for yourself , you can do it . Especially , you can try a famous dish of Ha Long jelly fish noodle . I promise that Ha Long bay is a value trip that you should try , the friendly traditional of people in Ha Long , the wonderful lanscape. Imagine you are walking up in the beautiful sunshine amid the rock, islets and caves and see  the view of Ha Long bay on the top of the mountain will give you a bird-eye view on the bay. I promise that no place in the world has the wonderful view like Ha Long bay. The experience from one to another will lead you to many surprises, the culture, the landscape, cuisine of Ha Long bay . Do not procrastinate , come to Ha Long and enjoy a wonderful gift of nature.

Diversified in industries and electronics

Diversified in industries and electronics Introduction Initially, Samsung started out as a small export business in Korea. It then diversified in industries and electronics. The company has been responsive to change and opportunity in global business brought by the digital era with its constant innovation and attractive, marketable products.1 As a result, Samsung is now positioned as one of the world recognized leaders in the digital technology industry. The Samsung World Headquarters is located in Seoul, Korean. 1 History In 1938, founding chairman Byung-Chull Lee started a small trade export business in Taegu, Korea. In the 1970s, Samsung invested in the heavy, chemical and petrochemical industries as a foundation for future growth. Samsung also incorporated its manufacturing processes from raw materials to end products which further enhance its position in the worlds textile industry. Samsungs core technology businesses diversified and expanded globally during the late 1970s and early 1980s. Soon after, two research and development (RD) institutes were created. This boost its reach even further into electronics, semiconductors, high polymer chemicals, genetic engineering, optical telecommunications, aerospace and new fields of technology innovation from nanotechnology to advanced network architectures. In the mid-1990s, Samsung revolutionised its business aiming to make world-class products, provide total customer satisfaction and be a good corporate citizen. Samsung has constantly developed advance d technologies, competitive products and constant innovation 1. Main Technologies and Capabilities Main Capabilities Research and Development Innovation is at the heart Samsungs business success. To be competitive in the new digital age, Samsung maintains and strengthens its market dominance through the speedy introduction of new technology. The company has placed high importance to the interplay of creative, imaginative human resources, a global RD network, a strong collaboration among business partners all along the supply chain, and the commitment to ongoing investment. Currently, Samsung is making historic advances in RD of semiconductor products, especially flash memory and non-memory, custom semiconductors, DRAM and SRAM, LCDs, mobile phones, and digital appliances1 Eco Samsung Samsung has displayed its strong commitment and responsibility for the world environment. It has made efforts to develop environmentally-friendly products which consume low levels of energy and which contain no hazardous materials. The company has also modified its assembly processes to cut down carbon emissions substantially.2 Main Technologies Samsung comprises of companies that have become market leaders in a wide range of business, from electronics to financial services, from chemicals and heavy industries to trade and services. All the businesses are setting new standards in innovation, constantly generating high quality products and services.3 Owing to Samsungs large RD sector, many new technologies and innovative designs emerge. Below are a few of the newest technologies developed by Samsung. Main Markets, Products and Competitors Markets Samsung Group consists of numerous international affiliated businesses such as Samsung Electronics, Samsung Heavy Industries, and Samsung CT. These three multinational core businesses of Samsung Group signify their strong foothold in the electronics, shipbuilding and construction markets. Besides that, Samsung also plays a part in the financial, chemical, retail and entertainment markets. 1 Samsung reports a strong presence in its home country of South Korea as its market share in telecommunications is 18.87%. 1 Samsung appeals to the global market as it is the most popular consumer electronics brand since 2005 with 7.55% of global market share in telecommunications1. Products Samsung first started moving into businesses such as insurance, securities and retail. Later, upon borrowed foreign investments, Samsung ventured into the telecommunications industry with Samsung Electronics. With the support of South Korean President; Samsung developed the first dynamic random access memory chip. 1Most importantly Samsung are leading in the production of memory chips, chipmakers and liquid-crystal display panels. 1 Considered as a strong competitor in the world of electronics, Samsung highlighted innovative strategy and expanded production rapidly to become the worlds largest producers of DRAM chips, flash memory, optical storage and recently liquid crystal displays. In addition Samsung strives to improve by delivering innovative products such as the TV and monitor industrys thinnest LED TVs and most compact colour laser printers and multifunctional devices. Being a global leader in telecommunications equipment; Samsung plays the role in development of the next gene ration of 4G-network. 1 Competitors According to the Figure 1 below; Nokia is clearly the main competitor as it holds 37% of the mobile phones sales global market share. In 2009, Samsungs touch screen devices, QWERTY phones and smart phones drove sales in mature markets with 19% of the global market share7. LG poses 11% as a competitor as it moves into lower-tier devices which drive growth in emerging markets. It is also well positioned to take advantage of Chinas 3G Rollout as it can deliver good-value-for-money devices. Motorola has 11% market share which is reasonably smaller, however with its presence rapidly concentrated on the American it serves as a competition in the American market. Being in a competitive market, Sony Ericsson at 5% of the global market share attributes its poor performance to its uncompetitive range of handsets such as exploiting trends like QWERTY products. Therefore Sony Ericsson is a smaller competitor compare to Nokia and other phones such as Apple, HTC, and Blackberry. Nokia is Samsungs biggest competitor due to its early investments in GSM technologies therefore making the company into the worlds largest mobile producer manufacture. Up to date Nokia produced various innovative products such as the first 3G phones, Ovi internet services and N-series multimedia phone. Nokias revenue is reported to be 9.3 million Euros. 9 Its success is due to its high investment in the RD which is present in 16 countries, representing 31% of their total workforce. 8 Nokia phones are also seen as being highest quality as they have a highly recognizable packaging style which operates with an aggressive marketing strategy hence elevating them above their competitors. Samsungs Innovative Activities Samsungs ambition to become one of the worlds top companies is supported by continuous pursuit in innovative RD and building a distinctive brand. As stated in the Annual Report 2008, approximately 40 %( 42,100 researchers) of Samsungs global employees are involved in RD to develop cutting edge technologies1. Samsung Advanced Institute in Technology is the global hub of Samsungs RD organization which includes Mechatronics and Manufacturing Technology Centre and 14 overseas centres7. In 2008, Samsung obtained 3,515 patents in the US with an increase from 2007 placing them in second place in the annual patent ranking. To further push forward in a variety of market and customer focused brand marketing programs, Samsung successfully completed their role as the official wireless equipment partner of the 2008 Beijing Olympics and Paralympics Games. 7 In 2008, Samsungs investment of 6.9 trillion KRW which represented 9.5% of parent company sales brings in technological breakthrough such as 256GB solid-state drive, 90nm high-performance smart card chip, 82-inch 120Hz quad-HD-resolution TV panel, and a Mobile WiMax II (802.61m) solution.1 This also enables innovations like front-load washers with time, energy and wear-saving â€Å"bubble wash† technology and the industrys most compact colour laser printers. Following these success, Samsung plans to invest 7.9 trillion KRW in RD to support future development of tomorrows technology. 7 RD Structure and Priorities Table 2: Core business research areas at SAIT10 Research in Product Areas Descriptions Computer Science Drives long term differentiation of Samsung platforms(phones, TV) by combining Computer Science with Consumer Electronics Research involves building tangible artifacts like prototypes so that we can learn from the process of building them Current research: situation awareness, Intelligent Web Media and trusted platforms Situation awareness develops novel, optimal personalized services leading the next generation of personalized mobile technology Intelligent Web Media pioneers technologies such as new phenomenon in which all TV content is available on the Internet can be streamed or dowloaded directly to the TV Trusted platforms researches on strong protection of device firmware for network providers and users Wireless Connectivity Research in developing a wide range of cutting edge wireless techniques such as beam forming to initiate ubiqitous wireless connectivity with various data requirements up to multi-giga bits per second Digital Media Solution(DMS) Advanced Algorithm: engaged in research and development related to theories, algorithm, and application of image and video processing for Samsung Digital TVs Core Platform: Actively researching to provide Internet Protocol Television to provide internet and cable connectivity Future User Experience: develop user interface designs from conceptualization through prototyping to implementation Advanced Printing Solution Research in Software Architecture Technology enabling the efficient development of increasingly complex software Research areas in System Technology involves new features protoypes and etc Current and future research areas in Solution Software Technology are core research related to Web technologies and application of Web Services to printers Storage To develop quiet hard drives with highest storage capacity and lowest power consumption Organisation of RD Samsungs RD organisation run in SAIT consists of three layers: Samsungs technology competitiveness in core business areas identifies growth engines for the future and securing, and management of technology. The RD centres of each business focus on technology that is expected to deliver the long-term results. Division product development teams are responsible for marketing products due to hit markets in a short period of time. From the Figure 2, the organisation is shown to be a hybrid between centralised and decentralised RD. It is a simplified diagram of the organisation of Samsung RD involving SAIT and two of their centres in their global network of RD. Samsungs RD network consist of six centres in Korea and 18 centres in 9 different countries such as United States, United Kingdom, Russia, Israel, India, Japan and China. 11 These various RD centres and their distribution into research areas such as Dallas Telecom Laboratory that research on technologies and products for next-generation telecommunications systems. Innovation Strategy Firms Innovation Strategy Background and Strategy â€Å"By implementing this newly established RD plan, we can develop the technology that will drive Samsungs future.† -Hak-Soo Lee, vice-chairman of Samsung Electronics said.14 Samsung Electronics instituted many RD centres globally to enhance in-house product design. The first centre was established in Osaka, Japan, followed by another in Frankfurt, Germany to focus on products for the European markets.15 In the same year, Samsung Electronics established a research centre to address product planning needs in South-East Asian markets. In November 2000, Samsung Electronics targeted to transform itself into a â€Å"Digital -eCompany†, capable of leading in digital convergence. The company upgraded the development model from division-centric into portfolio-centri16. This aimed to multiple divisions and units to create integrated solutions for home networks, mobile networks, office networks and core-component business portfolios. With these initiatives, Samsung Electronics pursued four key areas: RD, design, brand marketing and corporate citizenship. Investment in Design and RD RD is an important innovation strategy at Samsung. RD and design centres developed technologies which is being used to produce products. Samsung Electronics employed more than 40000 engineers17 in its RD department, and 3,200 held PhDs. Samsung Electronics attributed its leading position in the industry to four main factors: creative people in the organization who could develop technologies; co-operation among business partners throughout the supply chain; the firms ability to explore and penetrate new markets; and the speed of innovation and product development18. Users-Centric Design Philosophy Samsung Electronics applied the design philosophy into its products and stressed that â€Å"design and creative strengths were at the heart of corporate competitiveness.†19 This reflected a concept of a balance between reason and feelings, from which Samsung Electronics developed a scale with â€Å"reason† on one end and â€Å"feeling† on the other to measure perfection of design. The products manufactured by Apple Computer Inc (â€Å"Apple†) occupied the â€Å"feeling† zone with an emphasis on simplicity of products, whereas Sony products tended toward the â€Å"reason† zone with lots of complex features.20 However, Samsung Electronics designers balanced â€Å"reason† and â€Å"feeling† by rationalizing the design of products using geometric and technological parameters and then enhancing the design such that products made an emotional connection with the user. Over 700 highly skilled designers in different design centres conducted various research projects in the fields of industrial design, graphic design, interaction design, human factors, lifestyle research; creative business-planning, visual brand strategy, materials exploration, colour theory and computer-aided design. Global Localization strategy Global Localization strategy is adopted, through which designers developed product design blueprints according to global design standards and themes, while remaining flexible enough to allow local design centres to accommodate specific market needs and cultural contexts.22 A simple example is explained by, Younghee Lee, vice-president of marketing, that beautiful design of mobile phones could be appreciated by a Parisian or Indian, but noted that the Indian user, who often lacked a reliable electricity supply, needed a longer-lasting battery than a Parisian.23 The Global Localization strategy helped Samsung Electronics establish itself as an innovative and first-class consumer electronics company. EXHIBIT 1: SAMSUNGS DESIGN PHILOSOPHY: BALANCE OF REASON AND FEELING Fast Follower To overcome the companys image as a producer of cheap products, Samsung Electronss product diversification differentiated the company from its key competitors, many of which were focused on single or smaller numbers of products. Apple, for example, specialised in portable music players and held a major share in the global market for these devices. Nokia and Motorola were best known for mobile phones, and Sony focused on consumer electronics. The market trends and technological, also the competitive circumstances impacts on its innovation strategy, which has a lots of reason to reveal that Samsung Electron is fast follower, although some brand-new design of products were launched. Protect its innovations Samsung Electronics strategy of combining product design, RD and brand management turned the firm into a leader in the consumer electronics market. Samsung Electronics operated six RD centres in South Korea and a total of 16 centres in eight different countries. These RD centres developed technologies that could be commercialised in the near future. The CTO developed proprietary technologies, managed the deployment of key technologies and guided the overall RD process within the organisation. This highly efficiency of organization system is not easily imitated by the rivals in a short period of time. Thus, it has enough evidence to believe that a large amount of RD spending combined with brand management as well as the effective organization system is able to protect its innovations. Patents and Achievement During seven years from 2001, Samsung Electronics received 19 awards at the International Design Excellence Awards (â€Å"IDEA†). In 2006, the company registered 17,377 patents worldwide, including patents aimed at fusion technology, nanotechnology and biotechnology24. In 2007, Samsung Electronics held a dominant worldwide market share25for LCDs and TVs. The company unparalleled edge and leadership in RD and design were underscored by awards for 32 of its products at the CES Innovations 2008 Awards. Challenges for the Future Competition in the consumer electronics market was fierce, as many global players entered the market with large product portfolios. Digital convergence invited more companies from related industries such as software, PC and network services to enter the market. Entry of such new players further intensified the competition. Competitors of Samsung Electronics such as LG, Nokia, Panasonic, Sony and some Chinese firms had started investing heavily in RD and product design. All major competitors adopted the concept of localizing their product design to suit target markets. The design advantage of Samsung Electronics started to diminish as product design strategies and processes became commoditized. Samsung Electronics had to devise strategies to defend not only its position in the market, but also its profitability in the competitive environment. Advancements in technology had shortened product lifecycles and product replacement had become a key driver for revenue growth. Samsung Electronics invested about 9% of net sales in RD of newer technologies, features and designs to offer newer products and attract customers. However, some of its competitors, including Apple, Sony and LG Electronics, had significantly lower RD expenditure per product. Firms such as Philips, Dell and Motorola were adopting outsourcing of product design to lower RD costs and shorten time-to-market. These brands were buying product blueprints and technology from contract manufacturers and independent design firms such as IDEO, Quanta Computer, Premier Imaging, HCL Technologies and Wipro Technologies. Companies took varying approaches to design outsourcing. For example, HP contributed key technology and design to its computers, whereas Dell preferred to adopt entire designs from its design partners. Motorola bought complete designs for its low-end mobile phones but kept tight control over the development of its high-end cell phones, such as the Razr. However, outsourcing of product design and RD raised serious concerns about intellectual property rights, product management, integrity and incubation of new competitors. For example, Motorola outsourced the design and manufacturing of its mobile phones to Taiwanese manufacturer BenQ. In 2004, BenQ started selling the mobile phones in the Chinese market under its own brand, which resulted in termination of its contract with Motorola. Considering the immediate urge to optimise RD costs and potential concerns associated with design outsourcing. References Samsung INC. (2009) [Online] Available from http://www.samsung.com/uk/aboutsamsung/corporateprofile/history03.html Samsung INC. (2009) [Online] Available from http://www.samsung.com/global/business/semiconductor/aboutus/ESH/ESH.html Samsung INC. (2009) [Online] Available from http://www.samsung.com/uk/aboutsamsung/corporateprofile/affiliatedcompanies.html Samsung INC. (2009) [Online] Available from http://www.samsung.com/uk/aboutsamsung/ourbusinesses/businessarea/devicesolutionsbusiness.html Gartner Newsroom: http://www.gartner.com/it/page.jsp?id=1126812 Nokia Connecting People: Story of Nokia http://www.nokia.com/about-nokia/company/story-of-nokia/mobile-revolution/leading-the-world Appsolutely Everything: Samsung Market Share: http://stats.getjar.com/statistics/world/manufacturer/Samsung Nokia: Mobile Revolution: http://www.nokia.com/about-nokia/company/story-of-nokia/mobile-revolution Nokia: Biz Covering: http://bizcovering.com/major-companies/nokias-revenue-lowered-with-twenty-seven-percent/ Samsung Research and Development: http://www.samsung.com/us/aboutsamsung/ourbusinesses/researchdevelopment.html Samsung RD Center(SISA): http://www.sisa.samsung.com/default.htm Kim, Y. (1997) â€Å"Technological Capabilities and Samsung Electronics International Production Network in Asia†, BRIE Kim, Y. (1997) â€Å"Technological Capabilities and Samsung Electronics International Production Network in Asia†, BRIE Working Paper 106, p. 20 Newswire (8 November 2005) â€Å"Samsung Companies Announce 5-Year, 47 Trillion Won Investment Plan† Kim, Y. (1997) â€Å"Technological Capabilities and Samsung Electronics International Production Network in Asia†, BRIE Working Paper 106, p. 26 Samsung Electronics (2001) â€Å"Annual Report† Samsung Electronics (2007) â€Å"Annual Report† Samsung Electronics (2007) â€Å"Annual Report† Samsung (2006) â€Å"Annual Report†, p. 41. Breen, B. (2007) â€Å"The Seoul of Design† Delaney, M., et al. (2002) â€Å"Global Localization†, Global Design and Cultural Identity Ibid., p. 44. Ewing, J. (2008) â€Å"Samsungs New Marketing Push†, BusinessWeek Samsung Electronics (2006) â€Å"Annual Report† Samsung Electronics (2007) â€Å"Annual Report†.