Sustainability Asset Management (SAM)

Sustainability Asset Management (SAM) Introduction The concept of Sustainability currently is been paid more and more attention. The idea of Triple Bottom Line (TBL) which Economic, Social and Environment or Profit, People and Planet (PPP) are concerned not only from societies or non-government organization (NGO) but also from all stakeholders; shareholders, investors, employees, customers, etc.. As there are many studies on corporate sustainability, corporate social responsibility which many of them shown positive outcome or positive relation between corporate sustainability and corporates performances or outcomes in either in monetary or non-monetary term or both (Groot Churet, 2009; Peters Mullen, 2009; Samy, Odemilin, Bampton, 2010). Monitoring system has been developed to make business more sustainable by supporting corporation to measure, indicate, monitor and report their operation or sustainability activities and performance for their performance improvement overtime. A characteristic of monitoring system should be accurate, balance in performance accounting, comparable, easy to understand and match to firms activities plan (GRI, 2010) which also mean monitoring system should able to assess sustainability performance respect to the legislation, norm, code, and standard with accountability, be able to continuous developed according to the expectations, be able to interpret and understand the positive and negative impact to the firms, comparability over companies, over time that can support organization to make decision for organization strategy, implementation plan, outcome and continuous improvement (GRI, 2010). One of the most well-known monitoring systems is Global Reporting Initiative (GRI) which will expl ore further detail in this report. This report will briefly introduce the history and the development of sustainability accounting and reporting following by the overview concept of SAM Sustainability Asset Management, Dow Jones Sustainability Indexes (DJSI) and Global Reporting Initiative (GRI) as monitoring systems. Then review and analyze a selected company, Nestle as a leader multinational food Producer Company in which their vision and mission are concerning not only on economic but also environment and social as their hope to be a part to shape the world for more sustainable (Nestle, 2010). Furthermore its relevant sustainability dimensions will be identified and described on the boundary implemented in its operation, including the indicator measured and results reported to the publics, its limitation, challenges and how will it use those indicators for company performance improvement. Literature review history and development One of the literatures of sustainability accounting and reporting development reviewed from Burritt and Schaltegger (2010) which aim to classify paths and the future of sustainability accounting and reporting assessment mentioned that there are two main developing tracks. The first one is a viewpoint of a critical theory which seen sustainability accounting development as a cause and source from corporate sustainability problems which may not reach the purpose of firms sustainability information disclosure and can be seen as a fashionable which may fade out after sometime. While another path looks sustainability reporting as a tool for management to support and make different decisions and actions according to those information. In the critical path sustainability accounting development, the Bruntland Report, World Commission on Environment and Development (WCED), was published in 1987 and seemed to pull attention from the public for the global need of sustainable development but because insufficient understanding of sustainability this corporate sustainability report was not well defined and been abandoned (Burritt Schaltegger, 2010). Even the sustainability accounting process and reports was not clear though some companies still use sustainability reports caused by the pressure from both internal stakeholder managers and external stakeholder publics, media, societies to gained competitive advantage as reputation, market opportunities and to perceived from others perception on sustainability (Bebbington et al. as cited in Burritt Schaltegger, 2010). Another sustainability accounting development, managerial path, by comparing the financial accounting, the management reports were designed to meet the need of firms managers for decision making, planning and controlling while financial statements e.g. balance sheet, financial performance reports were designed for external stakeholders in which the first sustainability reports tried to linked with these accounting reports by integrating economic, social and environment aspect to support management decision and other stakeholder decision. Burritt and Schaltegger (2010) proposed three approaches for sustainability accounting which are inside-out, outside-in and twin-track. For the first approach inside-out, it is an approach for a company to define its business strategy, implementation plan and make decision from sustainability performance measurement and reporting that trying to contribute to social and environment together with economic to strengthen their market position, gain competitive advantage from good reputation or value added to customers and even in monetary term from new technologies concerning with triple bottom line or innovated process that reduced waste, energy saving, emission reduction which decrease operational expenses and increase profit for the firm. Secondly, the approach of outside-in is an approach from external organization such as Global Reporting Initiative (GRI) that supply guideline for a company for sustainability reporting and can be used as a driven forces for management consideration of how can the firm contribute to sustainable development and meet expectation from stakeholders. In which GRI is one of the best well-known sustainability reporting guideline (Brown et al. as cited in Burritt Schaltegger, 2010). Also, the way to measure, indicate, monitoring and reporting had taken into account as the study on the market reaction to the first-time release of corporate sustainability reports (Guidry Patten, 2010) in which they examined from US firms report according to Global Reporting Initiative (GRI) found that even there were no significant market reactions from the corporates sustainability released announcement but the it is positive significant to the quality of the reports in which the more market reaction to the highest quality report than lower quality report. Those evidences could implicate that people (investors in this study) are more concern in the detail or quality of the sustainability not only to have or simply mention corporate social responsibility in the annual report (Erusalimsky et al. cited in Guidry Patten, 2010). Monitoring System: SAM Dow Jones Sustainability Indexes and Global Report Initiative One example of monitoring system that has been develop as the important of corporate sustainability and increased interested from organizations stakeholders consist of societies, media, customers, employees, NGO, investors etc. reviewed earlier, an asset management company in Switzerland, SAM; Sustainable Asset Management, specializing in corporate sustainability investments has founded in 1995 and turn to be one of the worlds leading investment groups, looking for and identify the leading companies base on sustainability criteria using one of the largest sustainability corporation database by cooperated with Dow Jones Sustainability Index (DJSI) in analyze companies all over the world in yearly basis (SAM, 2009). In 2009, from 2,500 largest companies according to Dow Jones Wilshire Global index had been analyzed and only 15% 367 companies in 57 different sectors were qualified which classified in three different level; SAM Gold Class scored more than 75%, Silver Class scored 70-75% and Bronze Class scored 65-70%. The scores were measured across all three perspectives economic, social and environment. As mentioned the SAM collaboration with DJSI. DJSI is one of the biggest and longest datable that has been launch in 1999 provided reference point for corporate sustainability assessment by measuring and indexed base on economic, environment and social criteria of the firms. The assessment processes are conducted annually by SAM using different weighted criteria in general and specific-industrial to assess companies according to firms opportunities and risk from their sustainability trends. The assessment are the response from the companies based on SAM questionnaire including companies document and from others third-party. This assessment report then will assure by Deloitte defining rules. The dimension, criteria and weighting are shown as diagram below: Source: Dow Jones Sustainability Indexes, 2010 Another example of monitoring system is GRI Global Reporting Initiative which has developed in 1997 from the idea to disclosure sustainability information framework by CRES, non-profit organization in Boston, the pioneer of environmental reporting framework since early 1990s. The first GRI version of sustainability report guidelines, G1 guideline, had released in 2000 following by the G2 Guideline in 2002 and the recent version of GRI, G3 Guideline launched in 2006 (GRI, 2010). The GRI Guideline aim support an organization to what it has to report and how to report. The overview concept can be explained by the figure: Source: Global Reporting Initiative: G3 Framework and Executive Summary (GRI, 2010). In how to report, the GRIs Principle Guidance and Protocols are provided to ensure that the report is focused to both internal and external stakeholders value. In the principle and guidance part the processes are first, to define the report content relating to core component, stakeholder comprehensiveness, sustainability perspective and completeness. Secondly, make sure the report quality by concerning with accuracy, balance, comparable, easy to understand, timely and reliable of the report. Third, set the report boundary by determine the organization unit, function or process to be include in the report. Another part on what to report Standard Disclosure, Sector Supplements and National Annexes are provided and using three different measurements which are: Profile to express strategic approach and governance, Second, Management Approach to explain the sustainability goals and management used and Third, Performance Indicators which accountable on economic, environment and social performance. Company Description: Nestlà © was established in 1867, Switzerland by Henri Nestlà © (Koese, 2008). The meaning of Nestlà © is little nest (Nestlà ©, n.d.). The first product of Nestlà © was FarineLactee Nestlà © for children who mother cannot feed them with the breast. The current product line including chocolates, soups, instant coffee, cornflakes, frozen foods, seasoning and mineral water as well as they expanded their products to pet foods, pharmaceutical, and cosmetics (Sefcik, n.d.). Nestlà © accomplished with the innovative and business acquisitions to become the world largest Food Company in term of sales which has factories in 83 countries globally. The vision of Nestlà © is known as the leading in Nutrition, Health, and Happiness company (Nestlà ©, 2010; Mali, Ali, Rana, Ilyas Khan, n.d.). According to Nestlà © (2010) stated that Our mission  of Good Food, Good Life  is to provide consumers with the best tasting, most nutritious choices in a wide range of food and beverage categories and eating occasions, from morning to night. With it vision and mission, Nestlà © focuses on 5 areas namely the consumers, human rights and labour operations, human resources, supplier and customers, and environment (The Nestlà © Corporate Business Principles, 2010) using 10 principles on its business operations consist of: Consumers Nutrition, health, and wellness is the first principle that company needs to increase the quality of consumers daily life by adding more tastier and healthier to their products. Quality assurance and product safety provides the safe and high quality to consumers. Consumer communication, the company provide responsible to consumers to reach consumers need such as infant foods. Human rights and labour operations Human rights in our business activities is the fourth principle which emphasizing providing and supporting good real situation of human right and labour performances via business activities. Human resources Fifth principle is leadership and personal responsibility by respecting and reputing to all staff as well as motivating and providing opportunities to develop themselves in management and leadership. Safety and health at work is the sixth principle of business operations that concern with obviating the hazard, harm, and sickness from work. Suppliers and customers The seventh principle is suppliers and customers relations by expressing the reliability and equality to contractors and clients. Agriculture and rural development, the company provides the advancement in the production, community, and financial to farmers and rural people as well as create environmentally friendly in term of sustainability. Environment Ninth is environmental sustainability. The company takes the sustainability in environmentally friendly into action through business activities as well as product life cycle by using the resources efficiently. The last principle is water due to the company create the sustainable of water as well as development in water systems by managing as the confining resources. Sustainability dimensions most relevant to Nestlà © Nestlà © is responsible for creating the corporate achievement in long term in term of creating shared value. (Nestlà ©, 2009) The company follows the highest standard of business activities and environmental sustainability which concerns in various areas of sustainability such as socio-cultural, economic, and environmental. Refer to the companys objective is known as the leader in Nutrition, Health, and Wellness; it relates with the sustainable in triple bottom lines such as financial, social, and environment issues (Nestlà © Oceania, 2009). Nestlà © believes their business activities in term of sustainability can create environmentally friendly for future. (Nestlà ©, 2009) Regarding to sustainable development to Nestlà ©, it can define as the expansion that reach the need in the present by using the fully ability to satisfy individuals need of next generation. Description: CSV Conversely, the company makes business profit in long term by going beyond cooperation and sustainable to create value for investors and society. In addition, Nestlà © emphasizes on the global environmental issues such as nutrition, water, and rural development as well as these issues can create strong business strategy and competitive advantage to increase the shareholder value and attain the socials requirement (Nestlà ©, 2009). The dimensions relevant to Nestle are categorized as: Socio-cultural dimensions First of all, nutrition is one of the relevance of Nestlà ©s sustainability due to the company focuses on helping people and society healthy (Nestlà ©, 2009). The company creates the nutrition aim to improve health and provide more choice to consumers as well as adding up quality of life. In addition, the company also focuses on the lowest impact with environmental problems. Moreover, the company needs to provide knowledge and understanding in the consumers. The company tries to develop and improve their products with high quality of foods to support low-income consumer as well as pursuing with World Health Organizations regulation. Furthermore, Nestlà © renovates products by providing the nutrition labelling and descriptions on the packaging as well as develop nutritional knowledge and training in infant formula marketing employees (Nestlà ©, 2009). Nestlà © has several aspects that make corporate sustainability. For instance, the research and development is one of factor that concern for the social sustainability. The RD needs to have well planning to drive the company achievement in the consumers needs. The company also provides diversify of products to improve branded active benefits for health benefits to customers. However, there are some problems that Nestlà © faces such as the increasing rate of obesity in the developing countries (Nestlà ©, 2009). Second, rural development is one of aspects that Nestlà © concerns due to the company works directly with the farmers. Most of them live in the rural areas and work as agriculturists. Nestlà © creates sustainable by supporting them to have better standard of living, increasing in productivity, and protecting the environment. The company also has the high quality of raw material to support the consumers and make more profit because they reduce the intermediaries. Nestlà © supports social sustainability by providing the knowledge, loans, rural employment, and training as well as technical assistance to rural people. The company also manages the relationship with suppliers to save the distribution costs and obtain high quality of raw materials. Moreover, the company can create shared value via supplier development by providing training and knowledge as well as reach high standard of the company (Nestlà ©, 2009). Last are human resources that focus on the sustainability and stability in work life as well as the employees satisfaction. Nestlà © aims to invest for professional training and development in quality of staff as well as provide the job opportunities and environmental in the workplace. The company also needs to create the respect and parity at all level within the company (Nestlà ©, 2009). Health and safety is one of the important factors that can create the sustainability in organization such as the zero accident during work. Employees need to work in the secure and comfortable place which can create more productivity. The relationship within employee is emphasizing on the human rights, culture and equity which can connect to the sustainable in corporation. Moreover, Nestlà © concerns in the gender balance in term of multicultural diversity within the company. Training and learning are necessary to create business success by staffs need to understand their job and use effectively skills as well as the company provides the management training and leadership development to their employees. In addition, Nestlà © creates in employee engagement and workplace wellness to build corporate sustainable (Nestlà ©, 2009). Environmental dimensions Nestlà © concerns in water and environmental sustainability which improve production process and environmental performance as well as they produce goods with lowest environmental effect. The company launches the environmental sustainability programs to reduce use in water and natural resources as well as develop the packaging to maintain environmentally friendly. Moreover, company promotes more sustainable in supply chain management in water. Nestlà © is continuing to improve the environmental performance such as water resources and reduce the energy consumption as well as renovate energy sources (Nestlà ©, 2009). Nestlà © has environmental management to improve the sustainable development in order to business activities. The company is also responsible for engaging stakeholders performance and capture leadership role. The company also creates the environmental sustainability in product life cycle by focusing on the environmental impacts such as production process, conveyances, a nd consumption. Water is the natural resources that an essential for Nestlà © due to the company uses water for agriculture. (Nestlà ©, 2009) Therefore the company manages the water resource as main factors of creating shared value. Another factor is climate change, Nestlà © concerns for the greenhouse gas emanation by improving energy, and converting to cleaner fuels as well as renewal of energy. Moreover, transport and distribution, the company works on the environmental impact to reduce the environmental issues. The company also reduces the waste and recovery of by-products and increases the reprocess of by-products as well. In addition, Nestlà © emphasizes on the packaging due to it is necessary for food safety by providing the nutritional information to consumers. Hence, the company focuses on the innovative of packaging that makes from natural resources such as plastics as well as motivates consumers to reuse plastic bottle (Nestlà ©, 2009). Economical dimensions Nestlà © provides the economic sustainability through the principles and policies which concerns in management approach. (Nestlà ©, 2009) Nestlà © also indicates the economic sustainability into risk and opportunities in climate change. Nestlà © create sustainability in core strategy in term of rural development due to the company provides knowledge training to communities as well as develop the rural areas. Moreover, the company provides long term micro financial loans to farmer as well as employment. Nestlà © has project to invest and develop in term of agriculture activities such as growing and improving coffee quality and sustainability. Nestlà © also shares the Creating Shared Value and supply chain in order to consumers, suppliers and distributors, industry, employees, government, and shareholders which sharing as consumer surplus, suppliers of raw materials and packaging, price and cost of company productivity, job and revenue of staff, taxes, and enhance in share-holder value. Analysis of Nestle indicators From Nestle company perspective, they believed that Creating Shared Value for societies that go beyond regulations, business principle, code of conduct compliance and sustainability to protect the future concerning with all stakeholders can create long-term value for their shareholder and company value in the term of economic, innovation, social and environment too. They are support UN Global compact and committed business principle base on sustainability and had developed conceptual framework measured the impacts on all stakeholders which depict as the figure below. Apart from the stakeholders impact matrix mentioned, they also looked in to materiality issues and analyze on their value chain which concerning from stakeholders and identified key performance index, focused area and prioritize according to degree from low to high of the impact and the interest of society that helped the company to utilize resources allocation, clearly goals setting and proper action plan in each focused areas. Source: Nestle Creating Shared Value, published on www.nestle.com, 2010 Analyzing to the Nestle monitoring system, their recent indicators are measured and reported in the form of United Nation Global Compact Principles which are Economic, Nutrition, Water, Environment Sustainability, Rural development, Suppliers, People and in addition with external assessment from SAM using Dow Jones Sustainability Indexes (DJSI) and Bureau Veritas assurance for Global Reporting Initiative (GRI). This report will describe and evaluate indicators from the dimensions of Socio-Cultural, economic and environment by using DJSI and GRI for analysis. Overall, results of performance indicator by SAM, Nestle been classified in to SAM Gold Class and ranked second leader in Food Producers Sector according to SAM methodology and assessment as shown in figure below. Source: SAM Sustainability Yearbook 2010 The performance indicators measured were weighting across Economic 34%, Environment 29% and Social Dimension 37% which can been seen that it got highest score in Social Dimension and almost highest in Environment Dimension that match with the firm focused areas on Nutrition, Rural development Our people as Social and Water Environment Sustainability as Environment Dimension as shown in table below. Source: SAM Company Benchmarking Scorecard, Corporate Sustainability Assessment, 2010 Looking into another indicator, GRI, Nestle GRI report shown its application level on B+ which mean they met criteria requirement in level B shown below and the report assured by external auditor Bureau Veritas. The reasons Nestle not met level A are because the reports did not respond to core G3 version and Sector Supplement Indicator; Nestle are categorized in Food Producers Sector. Source: GRI Application Levels version 3.0, 2010 The detail indicator analysis according to different dimension will explain in the following section. Economic Dimension DSJI Sustainability Assessment in economic dimension In DJSI Economic Dimension, it evaluated in 6 criteria indicators using the Sustainability Assessment questionnaire responded from the company, Nestle, consist of Corporate Governance Risk Crisis Management Code of Conduct / Compliance / Corruption Bribery Innovation Management Health Nutrition Strategy for Emerging Markets The DJSI report of Nestle Company evaluated by SAM can be seen as table below: It can be seen that Nestle Score are more than average in every area that evaluated by the answers responded from the questionnaire. For example: In corporate governance, it reported Checks Balance of the Board structure using two-tier system with supervisory board from non-executive and independent directors of total 14 persons compared to 13 from management board from executive management and the role of CEO is split from Chairman. It reported formal corporate government statement. There are 3 women in board for gender diversity. Board owned the company stock to align with long-term interest of shareholders. Another example in Risk Crisis Management including water and climate which Nestle got the best score shown that it assigned specific management staff Head of Group Risk Management, to response and report in this area, it using risk analysis tool such as HACCP, Fault Tree Analysis (FTA), etc. and correlated analysis all this risks to business and financial risk including sensitivity and stress test such as change in carbon pricing, water quality. It has contingency plans using Nestle Environmental Management System (EMS) including ISO14001. More detail questionnaire answers can be seen from SAM Research Corporate Sustainability Assessment Questionnaire, DJSI Sustainability Assessment 2010, NESTLE SA/AG. Global Reporting Initiative (GRI) for Economic dimension measuring in 3 performance areas as Economic performance, 4 indicators: EC1, EC2, EC3 and EC4 Market presence, 3 indicators: EC5, EC6 and EC7 Indirect economic impacts, 2 indicators: EC8 and EC9 For example: Nestle reported EC1: Direct economic value generated and distributed as below figures: It reviewed that the group achieved organic growth of 4.1% but because of Swiss franc currency weakness, it reported sale down to 107.6 Billion CHF. While the EBIT margin is increased to 14.6% and also dividend per share are increased 14.3%. The profitability is increased because of the cost saving target from Nestle Continuous Excellence (NEC) program. Also it increases its RD investment by 1.9% of sale for long-term brand building and investment. Another example of EC2 Risks and opportunities due to climate change: It can be seen that Nestle has improve energy efficiency and renewable energy expansion use over year such as it reduced greenhouse gas emissions by 3.1% from 2008. Environmental Dimension DSJI Sustainability Assessment in environmental dimension The score are measured in 8 different sub dimensions and Nestlà ©s score are shown in below table: Nestlà ©s all scores are above the average and some of them get the best score. Those score achieved by the company performance, for example in Environmental Policy / Management System, Nestle has adopted environmental policy which committed to environment since publish global policy on environment in 1991 where preserving natural resources and reduced wasted are in its operations which include the reduction use of water per kilo of food and beverage produced, signed UN Global Compact, improved environment through SAI-platform (Sustainable Agriculture Initiative), participated Carbon Disclosure Project (CDP), shared knowledge through Greening the Supply Chain (CGS) program which help suppliers to develop their EMS (DJSI, 2010). Nestle EMS verify by ISO14001. Another indicator in Operational Eco-Efficiency, reported that the EP- Direct Greenhouse Gas Emissions in 2009 was 3976158 Metric ton CO2 equivalent compared to 4104488 in 2008, also Indirect Greenhouse Gas Emissions, Energy purchased, Water consumption, Waste generation were reduced from the previous year. Additional example of Packaging indicator, Nestle policy is integrated with environmental aspects which applied to holistic life cycle farm to consumer to reduced weight and volume of materials, Packing reduction, recyclable packaging, use recycled materials, biodegradable packaging, recovered energy from used packages in which all detail reported can be seen from Nestle publications, eco-design and by invested in RD Sustainability Council to ensure that sustainability is taking in to account in all development products. Global Reporting Initiative (GRI) in Environment Dimension are measured in 9 different areas as Material: 2 indicators EN1 and EN2 Energy: 5 indicators EN3 to EN7 Waster: 3 indicators EN8, EN9, EN10 Biodiversity: 5 indicators EN11, EN12, EN13, EN14 and EN15 Emissions, effluents and waste: 10 indicators EN16 to EN25 Products and Services: 2 indicators EN26 and EN27 Compliance: 1 indicator EN28 Transport: 1 indicator EN29 Overall: 1 indicator EN30 At Nestle, for example in Material EN1: Materials used by weight or volume, it shown that it reduced 58,995 tons of materials weight from 21.43 million tons in 2008 to 21.18 million tons in 2009 as table below: Next example of Energy EN3: Direct energy consumption by primary energy source. It can be seen that Nestle had reduced energy consumption and move toward renewable energy sources. Additional example of Water EN8: Total water withdrawal by source in which Nestle aim to be the most efficiency water user and they can reduced 143 million cubic meters in 2009. Another example of Emissions, effluents and waste EN16: Total direct and indirect greenhouse gas emissions by weight reported reduced in 2009 compared to 2008. Further example of Products and Services EN26: Initiative to mitigate environmental impacts of products and services, and extend of impact mitigation. Nestle conducted Life Cycle Assessments to determine the impact to environment from its product such as coffee products and used those information for RD and share among communities for further improvement as shown in figure below: Social Dimension DSJI Sustainability Assessment in social dimension SAM was assessed in 7 main area indicators which Nestle assessment score are shown as below table: For example in Labor Practice Indicators, Nestle reported that it has a strict policy of non-discrimination base on gender, ethnic, nationality, religion and performance characteristic which from the Labor KPI as Non-Discrimination / Diversity shown 33% of women in the workforce and 27% in management position and the diversity distribute among 33.9% in Europe, 38% in America 28.1% in Asia, Oceania and Africa. Also for the safety in the workplace it used international standard of OHSAS 18001 as safety work indicators in which only 0.23 in

Story of Stuff

The Story of Stuff is a fun, clear, lively, and timely treatment of the materials economy that shows how the real industrial economy intersects with sustainability. Although the economy appears to undermine sustainability, it works for the burgeoning global middle classes, for now, as the middle class increases consumption, the demand that elicits production. This theme is central. I test marketed the book and others among students in various settings, discovering that students preferred The Story of Stuff and learned from studying the book.The core concept, the materials economy, is not a formal term derived from economic theory. The materials cycle comes close to the concept of supply chains, however. Annie may have invented the term to suit her purpose here: more trees and less stuff (read, waste). I have used the cycle process model effectively in my public policy course. View the logo and click on the ovals to see this process framework in action. The material cycle model is a c omprehensible, dynamic, and flexible container.The book treats the economy as a grounded and concrete phenomenon rather than an abstract and detached set of theories. The actual economy provides the substance of ENST305, not the abstracted theories such as neoclassical economics, which will be treated immediately after The Story of Stuff, as displayed in the schedule. The strategic move, from Karl Polanyi: examine the substantive economy, not formal economic theory per se. See my overview of Karl Polanyi as social ecology.The critique of ecological economics at the macro-level, or big picture level, is squarely upon the growth in physical scale of the economy. Note that growth is distinct from development, an improvement in quality or the actualization of potential. But expansion and intrusion is what stuff is all about: stuff is tangible and physical. Note that the book does not really treat the service economy, but focuses on the world of commodities that are products (goods), not services per se. The notion of externalities, the micro-level critique of ecological economics, is central to the The Story of Stuff.See page XX. View a video that explains how even this page, located in the cloud, contributes to climate change/. Fairness is central to the book. World Sustainability, after all, must be fair. See the article recommended by Joaquin Maravillas about Ugandans being pushed off their land for the sake of environmental services. This may help in dealing with climate change but is unacceptable. This shows how commodification, even of environmental services, can lead to what David Harvey terms dispossession.I have discovered that The Story of Stuff works for students who have not yet studied economics or feel put off by economics. The book makes economics accessible but does so in the context of sustainability. Students report that they learn from the book and find the book accessible to them. This matters, a lot. Notice the chapter titles. We will discuss and contrast with the paradigm of orthodox economic theory (neoclassical economics) and also ecological economics. This gets us into the materials economy from an industrial ecology perspective. Story of Stuff The Story of Stuff is a fun, clear, lively, and timely treatment of the materials economy that shows how the real industrial economy intersects with sustainability. Although the economy appears to undermine sustainability, it works for the burgeoning global middle classes, for now, as the middle class increases consumption, the demand that elicits production. This theme is central. I test marketed the book and others among students in various settings, discovering that students preferred The Story of Stuff and learned from studying the book.The core concept, the materials economy, is not a formal term derived from economic theory. The materials cycle comes close to the concept of supply chains, however. Annie may have invented the term to suit her purpose here: more trees and less stuff (read, waste). I have used the cycle process model effectively in my public policy course. View the logo and click on the ovals to see this process framework in action. The material cycle model is a c omprehensible, dynamic, and flexible container.The book treats the economy as a grounded and concrete phenomenon rather than an abstract and detached set of theories. The actual economy provides the substance of ENST305, not the abstracted theories such as neoclassical economics, which will be treated immediately after The Story of Stuff, as displayed in the schedule. The strategic move, from Karl Polanyi: examine the substantive economy, not formal economic theory per se. See my overview of Karl Polanyi as social ecology.The critique of ecological economics at the macro-level, or big picture level, is squarely upon the growth in physical scale of the economy. Note that growth is distinct from development, an improvement in quality or the actualization of potential. But expansion and intrusion is what stuff is all about: stuff is tangible and physical. Note that the book does not really treat the service economy, but focuses on the world of commodities that are products (goods), not services per se. The notion of externalities, the micro-level critique of ecological economics, is central to the The Story of Stuff.See page XX. View a video that explains how even this page, located in the cloud, contributes to climate change/. Fairness is central to the book. World Sustainability, after all, must be fair. See the article recommended by Joaquin Maravillas about Ugandans being pushed off their land for the sake of environmental services. This may help in dealing with climate change but is unacceptable. This shows how commodification, even of environmental services, can lead to what David Harvey terms dispossession.I have discovered that The Story of Stuff works for students who have not yet studied economics or feel put off by economics. The book makes economics accessible but does so in the context of sustainability. Students report that they learn from the book and find the book accessible to them. This matters, a lot. Notice the chapter titles. We will discuss and contrast with the paradigm of orthodox economic theory (neoclassical economics) and also ecological economics. This gets us into the materials economy from an industrial ecology perspective.

The How to Write a Term Paper Wiseessays.com Pitfall

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Differences Between Men And Women As Victims Of Domestic...

This part of the dissertation will cover the similarities and differences between men and women as victims of domestic violence. The first topic that will be discussed is reporting. It can be difficult to understand or grasp the concept that men can be abused by women and nearly near the rate that women are assaulted and abused by men. In the white paper (Home Office, 2003) domestic violence was mainly described in terms of violence against women, males were largely ignored despite being acknowledged. In the white paper (Home Office 2016) things appeared to be different as male victims were acknowledged which suggests that it is becoming widely known that there is violence against men and it is being viewed as an issue. The Northern Rock Foundation concluded from their research that some males did not report partner abuse because they considered the occurrence too trivial and not worth reporting. Their research also looked into the large differences between the experiences of males a nd females; it was found that females were the main group to ask for help and also communicate with services. DOJ figures indicated that males are 11 percent less likely than women to report any type of violent crime that they were victims in. Ivankovich suggests that there are a number of explanations why male victims are unwilling to report. Men suffer abuse in silence because they fear that they will not be believed and people may jump to worse conclusions such as he is the perpetrator. MalesShow MoreRelatedAnalysis Of Rhonda Copelon s Article Intimate Terror 878 Words   |  4 Pagesintense use of written word, Copelon presents her ideas on domestic violence within the private household very successfully. In this article, the author’s primary focus is comparing violent domestic abuse to official torture. This comparison could understandably be misinterpreted. However, Copelon is very quick to ensure that the two are not generalized and looked at as being the same. She assures that â€Å"[o]fficial torture and domestic violence are not the same; each is unique in its egregiousness†Read MoreFamily Violence And Domestic Violence1405 Words   |  6 PagesIntroduction Family violence, also known as domestic violence is the disorderly conduct by a person to another person, a family, or a family’s property. It is violence between family members and between people in domestic or intimate relationships. Generally family violence behavior is predicted to be as physical abuse, however there are a wide range of behaviors involved. These behaviors include, sexual abuse, verbal abuse, physical abuse, economical abuse, emotional abuse, social abuse, and spiritualRead MoreDomestic Violence : A Social And Legal Problem1344 Words   |  6 PagesHistorically, domestic violence has been viewed as a private issue to be dealt with between partners. It wasn’t until the 1970s that intimate partner violence (IPV), also known as domestic violence, became recognized as both a social and legal problem. Policy and lawmakers have been avidly defining the roles of the criminal justice system and communities in responding to domestic violence since its offici al acknowledgements as a public issue. Male Victims’ Experiences with Domestic Violence Our societalRead MoreThe Fundamental Problems Men And Women791 Words   |  4 PagesThis essay will tackle the fundamental problems men and women face in regard to domestic violence. It looks into the effectiveness of non-molestation orders under Section 42 of the Family Law Act 1996. The research applied, draws upon journal articles, books and cases to analyse how effectively men and women are protected. The aim is to ascertain whether or not the law is equal in treating male victims of domestic violence as they do with females. It will also highlight the problems in the law soRead MoreThe Null Hypothesis : Gender Bias928 Words   |  4 Pagestowards male victims. †¢ When asked if DV affects a significant number, small number of men or doesn’t affect men, 53.2% male respondents and 58.6% female respondents think that it affects a small number of men. Only 23.8% male respondents and 31.3% female respondents think a significant number of men are affected and a further 10.9% male respondents and 10.1% female respondents think it doesn’t affect men. Since the p value show no statistical relationship, there is no difference between how men and womenRead MoreDomestic Violence And Its Effects On Society1163 Words   |  5 PagesDomestic violence can be describe as one of the most gruesome and misunderstood crime in our society. It can be as simple as verbal abuse and as complicated as a homicide where we walk a thin line between intentional harm and self-defence. There are two distinctive differences or stages of domestic violence. The first being some sort of â€Å"controlling behaviour explained as a range of acts designed to m ake a person subordinate and/or dependent by isolating them from sources of support, exploiting theirRead MoreWhy Do We Assign Violence A Gender?1323 Words   |  6 PagesMaisie McGregor Discursive Essay - Draft One Why do we assign violence a gender? â€Å"How can we affect change in the world when only half of it is invited or feel welcome to participate in the conversation?†Ã¢â‚¬â€œ Emma Watson - UN Women Goodwill Ambassador, speaking at the UN Headquarters in New York on 20th September 2014 Imagine this – you’re lying on the bloodstained living room carpet in your flat in North London. Your partner has just stabbed you in the back of your thigh with a breadknife, followingRead MoreDomestic Violence : A Serious Problem1381 Words   |  6 PagesThere is no denying that domestic violence directed towards women is a serious problem all over the world, and here in the United States. The National Coalition Against Domestic Violence reports that every 9 seconds, a woman is physically assaulted or abused in America.(NCADV) To understand domestic violence, one must first understand what domestic violence can consist of, and that is; the use or threat to use physical, sexual, or verbal behavior to force the partner to do something one wants; toRead MoreThe National Coalition Against Domestic Violence860 Words   |  4 PagesDomestic violence is violent or aggressive behavior pattern in a relationship between two partners within the home. Domestic Violence typic ally involves one of the individuals I the relationship to be controlling and wants to take advantage and control of the other. The University of Louisiana at Monroe needs a new organization that can make a difference and give both women and men a sense of hope and safety; this solution should be the National Coalition against Domestic Violence (NCADV). The NationalRead MoreDomestic Violence And Sexual Harassment1645 Words   |  7 PagesIntroduction Violence is an ever growing problem across the globe. In particular, violence against women is at an all time high. Although many cases of violence against women are reported, it is in statistical data that half of all cases are not reported. Some are not reported because of fears, relationship severances, and other unknown reasons. The main types of abuse on women are domestic and sexual harassment (Nosheen, 2011). Follow this paper carefully while it takes you on an expedition of

Analysis Of Ernest Hemingway s Hemingway Once Said

Ernest Hemingway once said, â€Å"My aim is to put down on paper what I see and what I feel in the best and simplest way.† So, it is no surprise that many of his stories focus on the relationships between men, and women. Hemingway himself had been in many different relationships, and that translates into his writing. Each of the women he was with had different personalities, views of the world, and ways of loving him. Hemingway was able to learn from these relationships as well as those of the people around him, and write about them openly, and honestly. All fiction has a bit of truth hidden behind it, and I believe Hemingway was aware of that. He wanted to make people think about the lives that they were living. Hemingway exposed the fact that men took advantage of women in order to get what they wanted, and that women would put up with a lot for a man they love, but they do have limits. Hemingway’s story Up in Michigan is the most prevalent example of a man taking a dvantage of a women. In this story, a man named Jim Gilmore pays no attention to a young women that works for him named Liz Coates. Liz is obviously infatuat with Jim, and she pays no mind to the fact that she doesn’t really know him. The story never says that Jim is rude to Liz or anything of that nature it simply states that he doesn’t spend much time thinking about her or even looking at her. One night when Jim is drinking with his friends he begins to give Liz attention, and she is so happy that she doesn’tShow MoreRelatedErnest Hemingway: A Brief Biography 1210 Words   |  5 PagesErnest Hemingway was born in Oak Park, Illinois in 1899. He was a writer who started his career with a newspaper office in Kansas City when he was seventeen. When the United States got involved in the First World War, Hemingway joined with a volunteer ambulance unit in the Italian army. During his service, he was wounded, and was decorated by the Italian Government. Upon his return to the United States, he was employed by Canadian and American newspapers as a reporter, and sent back to EuropeRead MoreHills Like White Elephants : A Critical Analysis1708 Words   |  7 Pagesâ€Å"Hills Like White Elephants†: A Critical Analysis Introduction: One of the many themes in his stories for which Ernest Heming way is known, includes feminism. At Hemingway’s time feminism was known as a famous movement and it affected many important writers like Octavia Butler and Virginia Woolf. Hemingway was a literary icon of his time and he was influenced by the political, social and human rights movements of his time. He was also touched by the hopelessness of women and how their thinkingRead MoreHemingway’s Short Stories of Autobiographical, Immature Males1906 Words   |  8 Pagesautobiographical. He attempted to dispel criticism of his short stories as autobiographical because Hemingway did not care for critics. His focus on his work as art ignores the autobiographical and psychological content he depended upon to develop characters. His characters are judged by the female characters of the short stories in the same way Hemingway was judged by his wives. Ernest Hemingway wrote stories about autobiographical, male characters that lacked maturity as judged by female charactersRead MoreAnalysis Of The Story Old Man And The Sea 1189 Words   |  5 PagesThe Story of Santiago Old Man and the Sea Book Analysis Ernest Hemingway poured his own traits and personal touches to his moving piece of work, and by doing this he created heart-touching original characters that will make you think deeper and darker. The novella entails a story of an Old Man going on a strenuous fishing expedition miles off the coast of Cuba for the course of three days and three nights. Sadly, the battle is lost over the Old Man losing his catch and bringing home only its bonesRead MoreA Farewell To Arms Character Analysis2009 Words   |  9 Pageswere asked to create weekly plans to change a major part of their personality. By the study’s conclusion, almost every participant saw noticeable improvements in their personality focus area. In Ernest Hemingway’s 1929 novel A Farewell To Arms, the answer to the hypothesis of this study is repeated. The novel s protagonist, Henry Frederick, over the course of the novel goes through meaningful character changes to become more open, conscientious, agreeable, ext raverted, and neurotypical. The catalystRead MoreThe Old Man And The Sea By Siddhartha Gautama1638 Words   |  7 Pagesâ€Å"In the end, only three things matter: how much you loved, how gently you lived, and how gracefully you let go of things not meant for you† was beautifully said by Siddhartha Gautama and perfectly emcompasses what his life was truly all about. The life of Gautama can be recognized as remarkable because when analyzed, it is clear that he created a foundation for himself that not only survived his own death, but also all of the changing decades that passed thereafter. This foundation was Buddhism andRead MoreAnalysis Of Hills Like White Elephants 1911 Words   |  8 PagesElephants† Jig’s Abortion through the Historical and Textual Lens â€Å"I know you wouldn’t mind it, Jig. It’s really not anything. It’s just to let the air in† (Hemingway 213). In Ernest Hemingway’s â€Å"Hills Like White Elephants,† an abortion is debated through subtleties, similes, and symbols. The abortion is never explicitly mentioned, but instead Hemingway leaves the reader to conclude what this â€Å"simple operation† really is (213). With no decisive decision on the termination of the pregnancy revealed at theRead MoreStructuralism and Interpretation Ernest Hemingways Cat in Ther Ain9284 Words   |  38 PagesPorter Institute for Poetics and Semiotics Analysis and Interpretation of the Realist Text: A Pluralistic Approach to Ernest Hemingways Cat in the Rain Author(s): David Lodge Source: Poetics Today, Vol. 1, No. 4, Narratology II: The Fictional Text and the Reader (Summer, 1980), pp. 5-22 Published by: Duke University Press Stable URL: http://www.jstor.org/stable/1771885 . Accessed: 14/03/2011 05:14 Your use of the JSTOR archive indicates your acceptance of JSTORs Terms and Conditions of Use,Read MoreALST3389 Words   |  14 Pagesnew world obsessed her. She loved the speed of its trains, the way the Renault factories in Croissy worked around the clock, the hustle of immigrants on the Paris streets. Almost like a collector of great art, she began to collect great talent: Ernest Hemingway, F. Scott Fitzgerald, Pablo Picasso, and a dozen other great names of the revolution that became known as modernism. What made Stein so successful in this endeavor wasnt only her ambition or her intellect or the strength of her own talent (whichRead MoreGender Roles in the Play Trifles Essay3006 Words   |  13 Pagesunderstanding and sense of relief on this suppressing stereotype. Opening up the ideology of gender roles, there are many things that determine how we associate gender and sex with peoples’ identities. The article, â€Å"The Context of Current Content Analysis of Gender Roles: An Introduction to a Special Issue† written by Rudy Rena, Lucy Popova, and Daniel Linz, demonstrates the idea of symbols representing our sex and gender and are explained by bringing up social influences associated with our sexual

Lesson plan Free Essays

Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. We will write a custom essay sample on Lesson plan or any similar topic only for you Order Now Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money. They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins with a capital letter and ends with the correct punctuation. An adjective describes a person place or thing. The topic sentence of a paragraph states the main idea and attracts the reader’s interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food. Student’s response will be written on he board. Teacher will ask students to predict today’s topic. Teacher will inform students that in today’s class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students’ Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog. Students will work along with teacher to brainstorm the animal’s similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups. In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency. Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Give direct instruction after giving whole group instructions, work individually with each struggling readers. How to cite Lesson plan, Papers Lesson Plan Free Essays SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a. Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILE D LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voice and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived. The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Jose ph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a How to cite Lesson Plan, Papers Lesson Plan Free Essays Semi-detailed lesson plan (science) I. Identify the parts of the circulatory system and describe them. â€Å"Appreciate the importance of the circulatory system. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now † II. A. Topic I. People Sub. -topic: Circulatory System PELC 1. 1, page 5 References: Into the Future VI, pp. 2-3 Exploring Science and Health VI, pp. 18-20 B. Science Ideas The circulatory system is made up of heart, blood and blood vessels. C. Processes: Identifying, Describing D. Materials: picture of the circulatory system, flashcards, charts III. A. 1. Science report by the pupils . Drill on Science concepts and ideas learned about the body system. 3. What body system continues the work done by the digestive system? B. 1. Prepation What happens with the food nutrients in the small in testine? How does it reach the different body cells? 2. Presentation of the activity Study the drawing of the circulatory systemand note down its main parts. Describe each part. 3. Discussion What organs make up the circulatory system? What can you say about the heart? What is known as the red river of life? Where does blood pass thru? . Concept Formation The circulatory system is composed o f heart, blood and blood vessels. 5. Application Name the main parts of the circulatory system. IV. Formative Test Identify the different parts of the circulatory system. V. Assignment Answer the following questions. 1. What are the parts of the heart? 2. What are the function of each part? Brief lesson plan Outline of Lesson Plan Day 1 Focus: Listening and Speaking Class : Year 1 Time: 8. 40-9. 40 a. m. Theme: World of Knowledge Topic: How Many? Content Standard(s): 1. By the end of the 6-year primary schooling pupils will be able topronounce words and speak confidently with the correct stress, rhythmand intonation. Learning standard(s): 1. 1. 3 Able to listen to, say aloud and recite rhymes or sing songswith guidance. Objective(s): By the end of the lesson, pupils should be able to: a. enjoy singing the song. b. count number one until five correctly. Activities : Induction 1. Teacher shows a picture card of a cat. 2. Teacher asks Yes/ No questions. 3. Teacher introduces the /k/ so und as in the c-a-t initial sound position. Content 4. Teacher shows finger puppets. 5. Pupils count the amount of the finger puppets on the teacher’s fingers. 6. The teachersings a songwhere the pupils listen carefully then they follow the teacher tosing the song aloud with action. Closure 7. Teacher shows up the picture card again and asks simple questions about the cat. e. g. How many legs has the cat? How many ears has the cat? How many nose has the cat? Teaching and Learning Strategies: Musical Added value : Entrepreneur Cross curricular element(s): Mathematics Teaching Aid(s): Picture cards and finger puppets Assessment: Band 2 Reflection: Objectives: A. Identify the main idea or concept in the poem entitled â€Å"The Little Rain†. B. Discuss the poem by sharing the reactions of the students in the class. C. Give full understanding to the importance of rain in our life. II. Subject Matter: A. Topic: â€Å"The Little Rain† by Tu Fu B. References: English Expressway, Dr. Virginia Bermudez et. al, p 176 C. Materials: video presentation, chalkboard, chalk, manila paper. III. Procedure: A. Motivation The teacher will group the class into 3 groups. Then she will show a video presentation entitled â€Å"raindrops†. After that, the students will discuss to their groups the meaning or their own understanding to the video, then the leader will present their output infront of the class. B. Presentation The teacher will ask the students what they did. After which, he will present their lesson to the class. C. Discussion 1. Vocabulary building 2. The teacher will read the poem first written in the manila paper. Next reading will be the students. 3. Ask the students the contributions or advantages of rain which are shown on the poem. . The students will interpret each lines of the poem and extract the message of it as well. Then, the teacher will supplement their answers after, D. Generalization The teacher will ask the students what are the lessons they learned for the day. E. Application The students will be called and relate their memorable experiences about the rain. IV. Evaluation Students will draw one of the many contribu tions or advantages of rain which is shown in the poem. V. Agreement Make a composition regarding the video they watched. How to cite Lesson Plan, Essay examples Lesson Plan Free Essays |Lesson Plan | |Week: 3 |Date: 18/11/2011 |Number of pupils: 7 – 9 |Duration (mins): 30 mins |NC ref Level/Syllabus: | |Class: Year 3/4 |Period: Semester 1 |Ability level: Mixed |Title of unit of work: Dance | | |Resources: Assembly Hall |Health and Safety Issues: All pupils have there shoes off to minimise injury, pupils aren’t eating/chewing, pupils | | |are warmed up and playing surface is clear and safe. | |Learning Outcomes: For the first group our learning objective was to introduce the concept of our planned performance at the end of the 5 weeks. For the second group our learning objective was different as we were recapping on | |what they had learned in the previous to weeks while still introducing the next stage in our plan. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now |Response to previous assessment of pupils’ work in planning this lesson: |Skills Framework Focus: | |Refer to your previous evaluations, discussions with pupils and reflect / identify significant factors which will impact on your| | |planning. | | |Lesson Structure | |Time |Activity Sequence |Organisation |Teaching and learning |Points to Remember |Assessment Focus | | | | |Methods | | | | Warm-Up/Introduction (Expectations and sharing learning outcomes) | | | | | | | | | | | | |5 Minutes | | | | | | | | | | | | | | | | | | | | | |Development | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |20 | | | | | |Minutes | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Warm Down / Conclusion | | | | | |5 | | | | | | |Minutes | | | | | | |Contingency Activity (what if? ): |Homework: | |We have a separate session ready as a back up, all games are adjustable for alterations in group numbers and ages, all accessible for all abilities |Think of ideas for next week | ———————– ? Simon Says ? Stuck in the mud ? Musical Statues We organised each session in groups but delivered it in singles. For our skilled base activity we had the group working in pairs and three’s Set clear boundaries around the hall to restrict collisions with other groups The teaching methods we used for our session were as follows- Command Problem solving Practise Inclusion Learner Initiated Guided Discovery . We were aiming for the learners to practise these techniques through are specific teaching methods. While we used command and practise to get the lesson objective across we also used learner initiative and guided discovery to enhance there learning potential We made sure safety was insured by having group members monitor the edge of our area For those learners which found the task to hard we had individual teachers give points to each personal learner We asked for feedback from each learner to ensure they understood what they where being taught We had the children demonstrate the thing they learnt most from the session Identify the LO which you will be best able to assess in each section of the lesson along with the type of strategy you will mainly use to collect evidence of achievement eg: Question and Answer Observation Pupil response Pupil planning Pupil evaluation Video/IT evidence When identifying activities, progressions and differentiation consider: ? This week we move our day along to what we do after the school bell has finished, for example going to the park,walking the dog ? With the help of the group we would be coming up with ideas of what we would do, then put actions to these ideas in a sequence to music ? We will be doing this by having the group working in pairs and groups of three and also as one big group ? We also did a recap of the previous two sessions to remind the year 4 kids of what we have done ? With the year 3 children we will be getting them use to the concept of my day by starting with the morning and taking it from there To reduce the energy levels of the children we played a few games to get the learners to cool down and bring a end to the lesson. We did this by playing a game called rollercoaster where u pretend to be on a rollercoaster How to cite Lesson Plan, Essay examples Lesson Plan Free Essays Liberty University’s Standard Lesson Plan ** TEACH IT, PRACTICE IT, TEST IT! ** Lesson Plan #1: Module 2 Teacher Candidate: A Super Smart Student |Course: Reading and Language Acquisition | |LESSON PREPARATION [before the lesson] | |Topic: Phonemic Awareness |Concept: Sound of letter B | |Subject: Reading |Grade: Kindergarten | |Primary Objective | |Each group of three students will correctly identify pictures beginning with the â€Å"B† sound in various magazines. Students will cut out | |pictures and glue them to construction paper. Given one magazine per group of three students, each group will demonstrate knowledge of the | |sound of letter â€Å"B† by correctly selecting and gluing four out of five pictures beginning with letter â€Å"B† to their construction paper. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now | |Classroom Diversity and Differentiated Instruction | |Students will be placed in groups of three children with varying academic levels, socioeconomic status, and ethnicity to promote an | |appreciation and respect for students of differing cultures and academic achievement. This grouping will also accommodate students with | |various learning disabilities. |Materials/Equipment | |For this activity old magazines, scissors, glue, construction paper, projector, laptop, Letter â€Å"B† book, and teacher created pre-assessment, | |and summative assessment will be used to enhance the student’s understanding of phonemic awareness with a focus on letter B. | | | |(2003). B is for Ben. Carson, CA: Lakeshore Learning Materials. | |Fitzpatrick, J. (1997). Phonemic Awareness. Cypress, CA: Creative Teaching Press Inc. | |Technology Integration | |Students will practice phonemic awareness in a group activity using the website: | |http://teacher. scholatic. com/clifford1/flas h/phonics/index. tm | |Students will be shown a picture of an object. Given a group of different pictures, students will attempt to identify all of the other | |pictures in the group that begin with the same sound as the initial object. | |LESSON PRESENTATION [during the lesson] The following steps are designed to prepare students to be successful in the summative evaluation at | |the end of the lesson. | |Set | |Students will be introduced to the phonemic awareness of letter B through reading the story B is for Ben. | |Students will listen for the â€Å"B† sound as the story is read. |Teacher Instruction | |Students will learn to correctly identify pictures beginning with the sound of letter B. | |Teacher Modeling | |Teacher demonstrates the sound of letter B by enunciating the â€Å"B† sound in words with corresponding pictures. Teacher demonstrates by holding | |up picture cards beginning with the â€Å"B† sound and stating the name of the pictures. Student s will then repeat the word. | |Children’s Literature Selection | |B is for Ben will be read aloud to students. Teacher will discuss the qualities of Ben followed by a discussion of how God makes each person | |special and unique. This will be incorporated with the verse found in Psalms 139:14, â€Å"I will praise thee; for I am fearfully and wonderfully | |made; marvelous are thy works; and that my soul knoweth right well. † | |Guided Student Practice | |Students will participate in a sound match game from the scholastic website. Children will select from a group of pictures that have the same | |beginning sound as the given picture. | |Independent Student Practice | |Students will be divided into groups of three students. Given various old magazines, scissors, glue, and construction paper, each group will | |search through the magazines and cut out pictures beginning with the â€Å"B† sound. Students will glue the pictures to their construction paper. |Closure | |Students will review the â€Å"B† sound with the teacher. Each group will name the pictures that they cut out while the other groups of students | |decipher if the pictures named are correct. Teacher will direct students to car efully sound out each picture name and enunciate the â€Å"B† sound. | |Summative Assessment | |Students will receive a teacher-created assessment sheet containing various pictures. Students will demonstrate mastery of this lesson by | |correctly identifying the pictures containing the beginning â€Å"B† sound. | How to cite Lesson Plan, Papers Lesson Plan Free Essays University of Technology, Jamaica Theory Lesson Plan School: Subject: Technical Drawing Name of Student Teacher: Damion Sterling and Anje Walker Supervising Teacher: Mr. Richard Samuels Date: March 14, 2013 Time: 10:00am Grade/Level: 10 No. of Students: 20 Duration of Lesson: 30 Minutes Unit Title: Surface Developments Topic of Lesson: Surfaced developments of right geometric solid. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now Teaching Strategy: Discussion, Explanation, Questioning. General Objectives: Students should: 1. 0 be knowledgeable of the different types of geometric solids. 2. understand the different methods and procedure when designing surface development. 3. 0 be able to construct various types of section right geometric solids. Specific Objectives: At the end of the lesson students should be able to: 1. 1 identify the different geometric solids 1. 2 explain the various geometric solids 1. 3 define what is surface development 2. 1 list the different methods and procedure when drawing surface developments. 3. 1 construct a prism with a base of 40mm and height 75mm given the steps and procedures from the handouts. . 2 construct a cone with a diameter of 70mm and height 85mm given the steps and procedures from the handouts. Instructional Materials/Teaching Aids/Equipment: 1. Dry eraser, markers 2. Handouts (showing the steps and procedure when producing surface development. ) 3. Reference Materi als: Required: Technical Drawing for G. C. E C. S. E. C, J. N Green Previous Knowledge: Introduction: The class will begin with the teacher stating the definition of surface developments and the various types of geometric solids. The teacher will then facilitate a discussion about the surface developments (based on the information on the handout) and then students will be placed into groups of 5 assigning each group a type of geometric solid used when constructing a surface development. The teacher will also try to demonstrate at least two of the geometric solids in constructing a surface development. Development of Lesson| Key Points| Development or Instructional Content| Activities| Time (MIN)| | | Teacher| learners| | * Definition| A development gives the shape and plane area of the material which enables the cost to be estimated. Development should be such as to allow the minimum waste of material when the shape is cut out. | The teacher will asked student what is development. Teacher listen and then give a formal definition. | Students will give their definition. Students will the definition in their note book. | Five (5)| Application: Summary Concluding Activities Reflections: a) Were my objectives met? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ) How did I perform as the teacher? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ c) How did the students perform? ________________________________________________________________________ ___________________________________ _____________________________________ ________________________________________________________________________ How did I manage the class? ) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ e) What will I do in the next lesson based on answers I have given to a-d? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How to cite Lesson Plan, Papers

Century Music Study Guide free essay sample

Chopin (1809-1848) He often wrote some nationalism pieces such as a Mazurka that sounds like a Polish folk dance. He kept composing music until a few months before he died of tuberculosis. His music is made for solo piano. Wagner (1813-1883) A German who was a very controversial composer. HIS operas often included social and political ideas as he was openly anti-Semitic and his music was later used as Nazi propaganda. He built his own opera house in Bayreuth where he would put on performances of three operas.He didnt consider his operas to be operas but rather music dramas. Catchalls (1829-1869) He was an American composer and virtuoso pianist who was best known as a performer of his own works. Although born In New Orleans he achieved International fame. HIS musical training comes from the Paris Conservatory. Like Chopin, Catchalls also used nationalism in his music. Genres to know: Symphony Beethovens Fifth Symphony is in cyclic form which is a new form where individual movements off work are linked in some way. First few notes are fate notes.There are now extreme dynamics with the newly expanded orchestra that now Includes a piccolo and contrabass. Musical cells were played with opposed to long, flowing melodies. There Is a basic rhythmic motif In every theme. FIFO 19th century Italian opera Voices were thought to be superior and virtuosic. Showcases the voice, orchestra was used sparingly, dramatically realistic, appeals to listeners, and drama of text captured through music. Music drama The melodies were simpler to support the text and therefore the plot of the opera.In an effort to restore dramatic integrity to opera Wagers reforms include singing that was musical, yet clear, syllabic singing, less repetition in songs, sees structured flow, and the orchestra reflects the plot. Character piece A relatively short piece that captures a particular character. Solo piano work Concepts to know: Nationalism can generally be described as the result of pride in ones country Cyclic form Individual movements of a work linked in some way. The first 4 notes of this work are often referred to as the fate motive (short-short-short-long), and are said to represent fate knocking on ones door.The basic rhythmic motif (S-S-S-L) appears in every theme making it cyclic. Romanticism, and the affect of romanticism on composers Mode of thought that emerged in late 18th and early 19th centuries and placed unprecedented importance on imagination and subjectivity over reason and objectivity. The imagination and projection of individual emotions of the composers themselves took precedence over rationality and balance. Composers were seen as spiritual guides who had access to this special world. Music as political force During the Romantic era, many composers believed that composition could inspire listeners to action.There were also many uprising during his time in Europe. European populace questioned their government and political freedoms. Music was an important vehicle for expressing political sentiment. Leitmotif a brief musical phrase or idea connected dramatically to some person, ;vent, or idea in the drama Chamber music music performed in a private setting Expansion of the orchestra added the piccolo and contrabass to add range to the orchestra Questions to consider: century. Romanticism was more about how you think about art rather than a new form.The instrumental music from this era was now seen as music that could engage the imagination of listeners more directly and evoke ideas that emotions that could not be captured by words. Composers were now perceived to have a window on the infinite and the spiritual, and their social status rose accordingly. Provide examples of musicians who were both composers and virtuoso performers. Catchalls How did Wagner transform opera? How are his music dramas different from typical operas of the 19th century, such as those by Italian composers? 19th Italian Opera: voices were thought to be superior and virtuosic.Showcases the voice, orchestra was seed sparingly, dramatically realistic, appeals to listeners, and drama of text captured through music. Wagner: The melodies were simpler to support the text and therefore the plot of the opera. In an effort to restore dramatic integrity to opera Angers reforms include singing that was musical, yet clear, syllabic singing, less repetition in songs, less structured flow, and the orchestra reflects the plot. Provide some examples of nationalism in music, including pieces and composers. Chopping Mazurka in a-flat, pop. 7, no. 1. Hat are some general characteristics of 19th century music?Compare and contrast 19th century music with music from the Classic era. 19th Century: extremes explored, forms expanded, dynamics expanded, boundaries were pushed. Expanded orchestra Inch included more instruments to create more range (trombone, tube, contrabass, and piccolo). It was expressive and included nationalism. Performing composers like Beethoven, Chopin, and Catchalls. Classic Era: Approachable music for public, not virtuosic, forms established. How did 19th century music push the boundaries of musical traditions which were established in the Classic era? Provide examples.Forms were expanded such as cyclic form which didnt exist in the Classic Era. They emphasized extreme contrasts of textures between the simple and complex. They wrote music that ranged from the disarmingly simple to the fiendishly difficult, often within the course of the same Nor. They gave growing importance to program music which sometimes included exploring the darker side of human psyche. The orchestra was also expanded to enlarge the range by adding instruments such as the piccolo and contrabass. Explain the prevalence of large scale public works and smaller chamber works in the 19th century. In the 19th century there was a demand for music in the home because the Industrial Revolution increased that manufacturing of instruments which made instruments more affordable. No most households in the middle and upper class home had a piano. As a result for piano compositions and songs chamber music grew as a result. Some composers began to have music parties where they would from nationalism in which composers thought that their music could inspire the public thus performing it in front of large audiences would be most effective in getting their music across.Discuss the affect of a piano in every home on composers and music in general in the 19th century. In the 19th century there was a demand for music in the home because the Industrial Revolution increased that manufacturing of instruments which made instruments more affordable. No most households in the middle and upper class home had a piano. As a result for piano compositions and songs chamber music grew as a result. Inch made instruments more affordable. No most households in the middle and