Institute Of Hotel Management Commerce Essay

Institute Of Hotel Management Commerce Essay Management is a set of activities that include planning and decision making, organization, direction and control, led to an organizations resources human, financial, physical and information in order to achieving organizational objectives efficiently and effectively Classical management school The classical school is the oldest formal school managing thought. Its roots predate the twentieth century. Classical School of thought generally concerns ways to control work and organizations to more efficiently. Three areas of study that can be grouped under the classical school are the scientific management the administrative management, and bureaucratic management. The classical school (management) has tried to define the essence of management in the form of universality of the fundamental functions. These, it was hoped, would be the basis of a set of cognitive skills relevant to be acquired by all aspiring managers through formal education. Address of the classical school thought is based on a belief that employees are only the physical and financial, and social needs and the need for work satisfaction, either do not exist or are not important. Therefore, this school advocates a high specialization of labor, centralized decision making and profit maximization. See also the behavior of the school management, contingency management, school governance quantitative and school management systems. Henri fayol theory henri Fayol (1841-1925) is generally considered the school founder of classical music management not because it was the first to investigate managerial behavior, but because it was the first to systematize. Fayol believed that practicing of sound management falls into certain patterns which can be identified and analyzed. From this basic idea, has developed a project manager for a coherent doctrine, one that retains much of its force today. With his faith in the scientific method, Fayol was like Taylor, his contemporary. While Taylor was basically concerned with the functions of organization, however Fayol was interested in the total focused on organizing and managing, which in his opinion had been the most neglected of the operations of the company. Exhibit 2-1 lists the 14 principles of management Fayol more often had to apply. Before Fayol, it was generally believed that managers are born, not made. Fayol stressed, however, the management was a skill like any other that can be taught once the basic principles are understood. Fayols Principles of management theory Division of labor: dividing labor in specialized tasks and allocation of responsibilities to specified persons. à ¢Ã¢â€š ¬Ã‚ ¢ Authority:-delegate authority with responsibility. à ¢Ã¢â€š ¬Ã‚ ¢ Discipline:-make clear expectations punish rape. à ¢Ã¢â€š ¬Ã‚ ¢ Control unit: each employee be assigned to only one supervisor. à ¢Ã¢â€š ¬Ã‚ ¢ Unit address: employees efforts should focus on achievement of organizational objectives. à ¢Ã¢â€š ¬Ã‚ ¢ Subordination of individual interest to general interest: the general interest should prevail. à ¢Ã¢â€š ¬Ã‚ ¢ Centralization:-identify the relative importance of the functions superiors and subordinates. à ¢Ã¢â€š ¬Ã‚ ¢ Compensation: systematically reward efforts to support the organizational management. à ¢Ã¢â€š ¬Ã‚ ¢ Scalar Chain:-maintain communications within the chain of command. à ¢Ã¢â€š ¬Ã‚ ¢ Order: order jobs and material support for the management of the organization. à ¢Ã¢â€š ¬Ã‚ ¢ Equity fair discipline and order improving employee engagement. à ¢Ã¢â€š ¬Ã‚ ¢ Stability and retention of staff: promote employee loyalty and longevity. à ¢Ã¢â€š ¬Ã‚ ¢ Initiative: encourage employee who act on his own in support of the leadership of the organization. à ¢Ã¢â€š ¬Ã‚ ¢ Esprit de corps:-to promote unity and interest management. Scientific management Frederick Taylor introduced a second approach management The scientific approach advocated the application of scientific methods to analyze and determine which work to complete production tasks efficiently. Taylor presented four principles of scientific management: Management should develop a precise scientific approach for each element of an individuals work to replace the general guidelines Scientific management to select, train, teach and develop each worker to the person entitled to the right job Management should cooperate with workers to ensure that the work plans and the principles of the party Management should ensure a fair division of labor and responsibility between managers and workers Contributions Factory productivity and efficiency Introduced scientific analysis for the workplace Piecework system equates rewards and worker performance Increased cooperation between management and workers Limitations Simplistic assumptions motivational Workers viewed as parts of a machine Potential for labor exploitation Excludes senior management tasks Ignored relationship between the organization and its Management Frank Gilbreth and Lillian Gilbreth were the successors of taylor studied how the work environment influences the performance of the employees. They made a strong contribution in time and motion study. They showed that by following arrangements can organizations effectively solve their problems. Divide each job action into its components. Finding better ways to make the action. Reorganizing Each job action to be more efficient Administrative management theory The researchers tried to discover how to create an organization structure that leads to high efficiency and bureaucracy effectiveness.Theory was developed by Max Weber as a succession of such investigations. Bureaucracy is basically a formal system of organization and administration designed to effectiveness.There were in theory ensure efficiency and different principles An explicit and comprehensive administrative management emerged in 1916, whenHenri Fayol he published a book summarizing his experiences of management. He identifiedfive functions and 14 principles of management. The five functions are very similar to the functions management and thefour are as under 1.Planning, 2.Organizing, 3.Commanding, 4.Coordination, 5.Controlling Contributions Management seen as a profession that can be trained and developed He emphasized the general aspects of the policies of senior management It offers universal management prescriptions Bureaucracy management The term bureaucracy was created from the French word for the desk at the office or in the office, and the Greek ÃŽÂ ºÃƒ Ã‚ ÃƒÅ½Ã‚ ¬Ãƒ Ã¢â‚¬Å¾ÃƒÅ½Ã‚ ¿Ãƒ Ã¢â‚¬Å¡ kratoswhich means rule or political power. Bureaucracy is basically a formal system of organization and administration designed to ensure the efficiency and effectiveness. Weberian bureaucracy has its origins in the works of Max Weber (1864-1920), a German sociologist, political economist, academic and administrative staff who contributed the study of bureaucracy and the speech and the literature during the 1800 and 1900 years. Webers ideal bureaucracy is characterized by hierarchical organization, outlined lines of authority in a fixed area of activity, actions taken on the basis of recorded and written rules, bureaucratic officials need expert training, rules are applied by neutral officials, career advancement depends on technical qualifications judged by the organization, not individuals. Bureaucracy Approach Key concept Red structured and formal relationships between specialist positions in an organization The rules and regulations of conduct standardized Jobs has trained specialists who follow the rules Hierarchy defines the relationship between jobs Contributions Promotes the efficient performance of the routine activities of the organization Eliminates the subjective judgment of the employees and managers Emphasizes positions rather than the person Limitation Difficult to dismantle once established Rules may become end in themselves. Ignores the importance of people and interpersonal relationship. What is human relation? human relationship a relation between people human relationship relationship between people (relationship is often used in relation would serve, as in `the relationship between inflation and unemployment , but the preferred use of relationship is for human kindship or states), the relationship between mothers and their children relationship Principles of Human Relations Approach The basic principles of human relations approach are :- The human beings not only interested in financial gain. They also they need recognition and appreciation. Employees are human beings. Therefore, it should be treated as human beings and not machines. Managers should try and understand the feelings and emotions of employees. An organization working not only through official relations, but also through informal contacts. Therefore, managers should foster informal relationships in the organization, along with formal relations. Workers need a high level of job security and satisfaction at work. Therefore, management should provide employment security and job satisfaction of workers. Workers want a good communication among managers. Therefore, managers must to effectively communicate without feelings of ego and of superiority complex. In any organization, the members do not like conflicts and misunderstandings. Therefore, managers should try to stop conflicts and misunderstandings among members of the organization. Qantative or mangement science approach Quantitative Management Operations Management Management Information Systems and Management Science in the theory of Total Quality Management Management Quantitative emphasis is on how arithmetic can be manipulated for achieve best practises in inventory and financial management of capital has a set control. Operations of techniques which can be used to improve quality management production efficiency Total art is focused on the manner in which the assembly can manage information systems achieve excellence. Management managers provide adequate events of information and external about internal one Theory This organization environment making. Organizational effective decisions is the group of operating conditions and forces externally of the organization, but affect a manager capacity to acquire and utilize resources. This would clearly emphasizes the importance of studying theory ambiente.Is to half of open systems and contingency theory developed in 1960 proves the importance of cons idering the middle View This ambiente. system is a system where external resources are acquire and they become services then goods and sent back to customers for the purchase. as an open system. Organizations that use a closed system are prone to entropy, of tendency of a system to lose its ability to monitor and thus to break and describes Theory It collapse.Contigency no better how to organize therefore characteristics the ability in an organization to obtain resources.Types environment affect of structures Above discusses the differences between the structures. In conclusion, a Mechanistic structure managers can obtain inputs to a lower cost of preference in a stable and inorganic environmental managers can react more quickly in a fast changing contribution environment.These constructing your own base of modern management theories SYSTEM THEORY Systems theory is the disciplinary study of systems in general, with the goal of clarifying the principles which can be applied to all types of systems at all levels of nesting in all fields of research.The term not have an well established, precise meaning, but systems theory reasonably be regarded as as a specialization of systems thinking, generalization of systems science, a systems approach. The term comes from general systems theory Bertalanffy (GST) and used in later efforts in other fields, such as the theory of action of Talcott Parsons and the social systems theory of Niklas Luhmann. In this the word systems is used to refer specifically at self-regulating systems, ie, self-correction through feedback. Self-regulatory systems found in nature, including physiological systems of the body, in local and global ecosystems, and climate and human learning processes PART B:- DIVERSITY OF MANAGEMENT THEORY Planning planning is most fundamental. All other functions arising from the planning. However, planning does not always get the attention it merits, and when it does, lot of managers find that the process of planning is not as easy as they thought it would be or even the best laid plans can go wrong. In short, planning is gearing up for tomorrow, today. The activity that allows managers determine they want and how they will achieve. planning does not only provide direction and unity , but also gives answer to these six basic question:- What needs to be achieved? When is the last date to finish? Where will this be done? Who will be the incharge of it? How will it be done? What all is required to complete this goal? Importance of planning It reduces the risk of unstabability,wastage of time It helps in decision making It enhances standards for controlling It enhances innovative ideas Organizing People working together in groups to achieve or accomplish some goal which must have roles to play, like manger organizing a party or 1000 people. The role implies that what people do has a definite purpose or objective; the manager know where what staff will fit to accomplish the task or to achieve the goal. For example: one or two where given the job to collect fire wood, some the arrangement of tables n chairs, some to set the ambience, and other the job of cooking. The organizing is the part of managing which involves establishing an intentional structural of roles for people to fill in a organization. It is the intentional sense of makin sure that all the tasks that are necessary to be done are assigned and assigned to those who will give their best Importance of organizing This process consist of following six steps : Establishing given projects. Supporting objectives, plans Identifying, analysing, and classifying the activites that will help in accomplish the goal. Using the man power that you have at your best to achieve the task. Remain connected to the other staff working in different sections to know the progress. Assigning one head of each department. Leading Leading is to influence people so that each one contributes to achieve the goal. All managers agree their problem starts from people their desires and attitude as well as their behaviour as individuals. Leadership traits Some of the features that regularly appear in leaders are ambition, energy, desire, drive, confidence and intelligence. Although some features are useful, these attributes do not offer guarantees a person in possession of them is an efficient leader. Underlying the trait approach is the assumption that some people are natural leaders and are endowed with certain characteristics that have no other individuals. This research compared successful and unsuccessful leaders to see how they differ in their physical characteristics, personality and ability. Drive. Leaders are ambitious and take initiative. Motivation. Leaders want to lead and are willing to take charge. Honesty and integrity. Leaders are truthful and do what they say they will do. Self-confidence. Leaders are assertive and decisive and enjoy taking risks. They admit mistakes and foster trust and commitment to a vision. Leaders are emotionally stable rather than recklessly adventurous. Cognitive ability. Leaders are intelligent, perceptive, and conceptually skilled, but are not necessarily geniuses. They show analytical ability, good judgment, and the capacity to think strategically. Business knowledge. Leaders tend to have technical expertise in their businesses. Controlling

Professional Athletes are not overpaid Essay

In my short life, if there is one thing I have noticed about the sports industry, it’s that money talks. Drew Brees just recently signed a $100 million dollar contract with the New Orleans Saints to play for five more years. Kobe Bryant of the Lakers made $25 million last year alone, while Alex Rodriguez made $32 million. This sure seems like a lot on money for men to be making just to play sports, or is it? Professional Athletes are very good at what they do and deserve every penny they get for the hard work and dedication they put in to just make it to the big leagues. It has become a tradition in this industry to have salary disputes and lockouts. However, what is really at the root of these negotiations? Maybe the players are being greedy and want more money and perks just to play. I used to think this way, but now I am not so sure that the players don’t truly deserve every penny they get. I don’t think there is one person who could argue that professional athletes are very good at what they do. These athletes have tremendous dedication to the games they play. Getting to the professional level is not as easy as it seems. Many high school basketball players dream of being the next Kobe Bryant or Lebron James, but the truth is that according to the National Collegiate Athletic Association (NCAA), there’s only a . 03% chance that they will make it from high school to the NBA, with a slightly higher chance of going from the NCAA to the NBA being 1. 2%. Professional Athletes are in an elite league. The amount of time and effort they put into their training to maintain their bodies’ is extraordinary. Many people argue that especially in today’s economy where people are barely making their mortgage payments or deciding between utilities and groceries, it is hard to hear about a professional athletes quarrel over the millions in salary they should earn just to play a game. Many people spend the majority of their lives working hard to only earn a small fraction of what a professional athlete makes in one year. Are the athletes the only ones at fault for these gargantuan salaries? I don’t think so. There are many rofessionals out there that make more than these athletes and no one complains about them. Consider the owner of Starbucks, Howard Shults, who made $98 million in 2008 for selling coffee products. That’s more than Brees, Bryant and James put together. Athlete’s become larger than life figures in person and with their salaries because of their fans. Everyone at some point in their lives has purchased tickets or merchandise relating to one of their favorite athletes. We are the ones that continue to perpetuate the ability for them to earn more and more each year. We constantly buy into the sports mania of official licensed merchandise, tickets, food and beverages at every venue. We as a society spend our hard earned money to see and be entertained by these athletes year after year. If people have a problem with the amount of the salaries they make, maybe they should stop going to games or refrain from buying their kid a jersey with their favorite players number on it. If society doesn’t buy into the sport then there is no money to be made. If there is no money to be made then there is no interest in bring the events to the fans. Let’s face it the sports industry is just that, an industry and business. Businesses are out to make money. To do that they need to have a product people want and in sports the athletes are the product. These athletes are just employees of the business they are in trying to get the most out of what they put in. Many of us get inspired when we see the achievements of some athletes. They sometimes help us see our own potential if we work as hard as they do. One of the most important reasons professional athletes deserve their pay is the beatings they take on their bodies’ season after season. Every time a player runs onto the field or court they run the risk of a season and sometimes life threatening injury. For example, according to Health Day newsletter the percentage for concussions in the NFL rose 21% in 2010. In 2010 the league reported 154 concussions in just the first half of the season. Many of us will recall the devastating injury of Buffalo Bills player Kevin Everett in 2007. Everett suffered a fracture vertebra and it was questionable whether he would ever be able to walk again. Many occupations don’t require that you intentionally put yourself in harm’s way for the sake of entertaining an audience. I realize professional athletes love what they do and would change their occupations for anything, but as a society we should recognize that their lives are not always as glamorous as it seems. After years of battle wounds their bodies are full of aches and pains. Many injured players find it hard to get health insurance because of the high cost to insure them and the fact that many insurance companies refuse to cover pro athletes. Professional athletes in general have a short career life. The average person will retire between the ages of 65-75. However, Drew Brees’ career will most likely be over in 5 years at the young age of 38. Although many players go on to have alternate careers after their professional athletic career, many are too beat up or don’t have the skills to perform any other type of career. Bottom line is we as fans create the demand for these professional athletes to continue to raise the bar for our own entertainment. It’s all about supply and demand. The sports industry is willing to supply us with the extraordinary talents these athletes bring to the fields and courts and we as a society continue to demand more out of them. The more we demand the more they supply, the more they supply they more we pay and the more the athletes will be paid. Athletes are not paid for what they do; they are paid because people want to watch what they do. So again I must state professional athletes are very good at what they do and deserve every penny they get for the hard work and dedication they put in to just make it to the big leagues and entertain fans.

College Papers for Sale Research Papers Ideas

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Tajikistan Facts and History

Tajikistan lies in the Pamir-Alay mountain range near Turkmenistan, Uzbekistan, Kazakhstan, Kyrgyzstan, and western China. This former Soviet country has a rich history and stunning natural beauty as well as a vibrant culture that has its roots in Russian, Persian, and Silk Road traditions. Capital and Major Cities Capital: Dushanbe, population 724,000 (2010) Major Cities: Khujand, 165,000; Kulob, 150,00; Qurgonteppe, 75,500; Istaravshan, 60,200 Government The Republic of Tajikistan is nominally a republic with an elected government. However, the Peoples Democratic Party of Tajikistan is so dominant as to render it in effect a single-party state. Voters have choices without options, so to speak. The current president is Emomali Rahmon, who has been in office since 1994. He appoints the prime minister, presently Oqil Oqilov (since 1999). Tajikistan has a bicameral parliament called the Majlisi Oli, consisting of a 33-member upper house, the National Assembly or Majilisi Milli, and a 63-member lower house, the Assembly of Representatives or Majlisi Namoyandagon. The lower house is supposed to be elected by the people of Tajikistan, but the ruling party always holds a significant majority of the seats. Population The total population of Tajikistan is about 8 million. Approximately 80% are ethnic Tajiks, a Persian-speaking people (unlike the Turkic-language speakers in the other former Soviet republics of Central Asia). Another 15.3% are Uzbek, approximately 1% each are Russian and Kyrgyz, and there are tiny minorities of Pashtuns, Germans, and other groups. Languages Tajikistan is a linguistically complex country. The official language is Tajik, which is a form of Farsi (Persian). Russian is still in common use, as well. In addition, the ethnic minority groups speak their own languages, including Uzbek, Pashto, and Kyrgyz. Finally, small populations in the remote mountains speak languages distinct from Tajik, but belonging to the Southeastern Iranian language group. These include Shughni, spoken in eastern Tajikistan, and Yaghnobi, spoken by just 12,000 people around the city of Zarafshan in the Kyzylkum (Red Sands) Desert. Religion The official state religion of Tajikistan is Sunni Islam, specifically, that of the Hanafi school. However, the Tajik Constitution provides for freedom of religion, and the government is secular. Approximately 95% of Tajiki citizens are Sunni Muslims, while another 3% are Shia. Russian Orthodox, Jewish, and Zoroastrian citizens make up the remaining two percent. Geography Tajikistan covers an area of 143,100 kilometers squared (55,213 square miles) in the mountainous southeast of Central Asia. Landlocked, it borders on Uzbekistan to the west and north, Kyrgyzstan to the north, China to the east, and Afghanistan to the south. Much of Tajikistan sits in the Pamir Mountains; in fact, over half of the country is at elevations higher than 3,000 meters (9,800 feet). Though dominated by mountains, Tajikistan does include some lower land, including the famous Fergana Valley in the north. The lowest point is the Syr Darya River valley, at 300 meters (984 feet). The highest point is Ismoil Somoni Peak, at 7,495 meters (24,590 feet). Seven other peaks also top out at over 6,000 meters (20,000 feet). Climate Tajikistan has a continental climate, with hot summers and cold winters. It is semiarid, receiving more precipitation than some of its Central Asian neighbors due to its higher elevations. Conditions turn polar in the peaks of the Pamir mountains, of course. The highest temperature ever recorded was at Nizhniy Pyandzh, with 48 °C (118.4 °F). The lowest was -63 °C (-81 °F) in the eastern Pamirs. Economy Tajikistan is one of the poorest of the former Soviet republics, with an estimated GDP of $2,100 US. Officially the unemployment rate is only 2.2%, but more than 1 million Tajiki citizens work in Russia, compared with a domestic labor force of just 2.1 million. About 53% of the population lives below the poverty line. About 50% of the labor force works in agriculture; Tajikistans major export crop is cotton, and most cotton production is controlled by the government. Farms also produce grapes and other fruit, grain, and livestock. Tajikistan has become a major depot for Afghan drugs like heroin and raw opium on their way to Russia, which provides significant illegal income. The currency of Tajikistan is the somoni. As of July  2012, the exchange rate was $1 US 4.76 somoni.

Management 497 Assignment Week 2 - 1734 Words

Audit Exercise Paper Two Student Name MGT/497 – Strategic Technology Planning for Organizations Professor Name January 16, 2012 Introduction This paper will refer to two audit exercises from Chapter three and Chapter four of the textbook. The first one will refer to demand for product, competitive response, level of novelty of the innovation, factor that could block the good outcome of an innovation, and other factors. The second audit exercise will involve the assimilation of a checklist for innovation with respect to the considered organization. It will also determine the readiness of the organization to implement an innovation strategy. The company chosen for these audit exercises is Apple. Everyone has heard about this company and†¦show more content†¦It seems that Google with their Android OS is a little in front of Apple with respect to technological advancement; this is why Apple need to direct some of their costs to research and development to keep up or become better than their competitor. They could leverage opportunities by being able to maintain their devoted customers and offer to them d iscounts or special promotions for the products. This would attract other potential customers. The potential damage may occur if Apple is not able to stay in the competition or cannot innovate; they are threatened if Google’s Android is advancing faster and faster because people like to stay in touch with the technology and would choose the best product in the market. Audit Exercise Chapter 4 This audit exercise from the end of chapter four requires analyzing a figure which contains a checklist for innovative organizations to consider. The questions at hand refer to ways of using the checklist in determining a company’s readiness to implement a strategy that would be innovative. It requires identifying at least a major area to be examined and addressing important considerations from this area. Figure 4.7 is divided into four categories. It talks about vision, leadership, processes, and resources. We would refer to all of them in consideration to the company Apple. This time the chosen product will be the iPad. The same wayShow MoreRelatedSemester 01 2015 Workbook4009 Words   |  17 Pages3112IBA Management Strategy and Decision Making Workbook This workbook includes: ï‚ · ï‚ · ï‚ · ï‚ · Course Running Sheet Overview of Course Assessment Overview of Seminar Activities Exam Preparation and Revision Suggestions Mr Salvador Macagno March, 2015 (Semester 1 2015) Dear Students, Welcome to Management Strategy and Decision Making (3112IBA) for Semester 1, 2015. 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The research draws attention to key findings that the organisation fosters open communication and there is a strong commitment from top management towards employees. The communication channels applied most frequently are informal, such as word-of-mouth and telephone coupled with a company intranet or emails which the employees can access. The dialogic communication has paved way for strong

Digestion and Important Functions Free Essays

Anatomy   Physiology Digestion is the process by which food is broken down into smaller pieces so that the  body can use them to build and  nourish cells and to provide energy. Digestion involves the mixing of food, its movement through the  digestive tract (also known as the alimentary canal), and  the chemical breakdown of larger molecules into  smaller molecules. Every  piece of food we eat has to  be broken down into smaller nutrients that the body can absorb, which is why it takes hours to fully digest food. We will write a custom essay sample on Digestion and Important Functions or any similar topic only for you Order Now The digestive system is made up of the digestive tract. This consists of a long  tube of  organs that runs from the mouth to the anus and includes the esophagus, stomach, small intestine, and large intestine, together with the liver  , gall  bladder  , and  pancreas, which  produce important secretions for digestion that drain into the small intestine. The digestive tract in an adult is about 30  feet long. Mouth and Salivary Glands Digestion – begins in  the mouth, where chemical and mechanical digestion occurs. Saliva or spit, produced  by the salivary glands (located under  the tongue and near the lower  Ã‚  jaw), is released into the mouth. Saliva begins to break down the food, moistening it and making it easier to  swallow. A digestive enzyme(called amylase) in the saliva begins to break  down the carbohydrates(starches and sugars). One of the most important functions of the mouth is  chewing. Chewing allows food to be mashed into a soft mass that is easier to swallow and digest later. Esophagus – Once food is swallowed, it enters the esophagus, a muscular tube that is about10 inches long. The esophagus is located between the throat and the stomach. Muscular  wavelike contractions known as peristalsis push the food down through  the esophagus to the stomach. A muscular ring (called the cardiac sphincter) at the end of the esophagus allows food to enter the stomach, and, then, it  squeezes shut to prevent food and fluid from going back up the esophagus. Stomach – a J-shaped organt hat lies between the esophagus and the small intestine in the upper  abdomen. The stomach has 3 main functions: to  store the swallowed food and liquid; to mix up the food,  liquid, and digestive juices produced by the stomach; and to slowly empty its contents into the  small intestine. Small Intestine – Most digestion and absorption of food occurs in the small intestine. The small intestine is a narrow,  twisting tube that occupies most of  the lower abdomen between the stomach and the beginning of the large  intestine. It extends about 20 feet in length. The small intestine consists of 3 parts: the duodenum (the C-shaped part), the  jejunum  (the coiled midsection), and the ileum(the last section). The small  intestine has 2 important functions. First, the digestive process is completed here  by enzymes and other substances made by intestinal cells, the pancreas, and  the liver. Glands in the  intestine walls secrete enzymes that breakdown starches and sugars. The pancreas secretes enzymes into the  small intestine that help  breakdown carbohydrates, fats, and proteins. The liver produces  bile, which is stored in the gallbladder. Bile helps to make fat molecules (which otherwise arenot soluble in water) soluble, so they can be absorbed by  the body. Second, the small intestine absorbs the nutrients from the digestive process. The inner wall of the small lintestine is covered by millions of  tiny fingerlike projections called villi. The villi are covered with even tinier projections called microvilli. The  combination of villi and microvilli increase the surface area of  the small intestine greatly, allowing absorption of  nutrients to occur. Undigested material travels next  to the large intestine. Large intestine – forms an upside down U over  the coiled small intestine. It begins at the lower right-hand side of the body and ends  on the lower left-hand side. The large intestine is about 5-6 feet long. It  has 3 parts: the cecum, the colon, and the rectum. The cecum is a  pouch at the beginning of the  large intestine. This area allows food to pass from the small intestine to the large intestine. The colon is where fluids and salts are absorbed and extends from the cecum to the rectum. The  last part of the large intestine is the rectum, which is where feces(waste material) is stored before leaving the body through the anus. The main  job of the large intestine is to  remove water and salts (electrolytes) from the undigested material and to form solid waste that can be excreted. Bacteria in the large intestine help to  break down the  undigested materials. The remaining contents of the  large intestine are moved toward the rectum, where feces are stored until they leave the body through the anus as a  bowel movement. How to cite Digestion and Important Functions, Essay examples

Curriculum Planning free essay sample

East Lancets maintains a professional community with a generally high socio-economic status and Kenyon Primary Schools students are a reflection f this. It is the schools vision to continue to develop students into responsible future citizens with the ability to become critical, compassionate and reflective thinkers as a result of high intellectual and academic expectations. The classroom in which the proposed learning activity will be implemented is a grade 1 class. This class consists of 23 students.Of this group, 21 are achieving at the grade standard, though 2 are achieving below the grade standard. The group consists of a diverse range of learning styles, but there are no major behavioral issues. The proposed learning activity is based on a Geography outcome, but also integrates a Literacy outcome. It will be used as a lesson in an Indigenous Culture segment, and it is expected that, prior to this lesson, students will have learnt some basic aspects Of Australian Indigenous cultures. Section 2: Learning purpose This lesson will be based on Geography and English outcomes.By the end of this lesson, students should have developed an understanding of the weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Tortes Strait Islander Peoples, describe them CHUKKAS) (Australian Curriculum, Assessment and Reporting Authority [CARR], 2014). Further, students should be able to respond to texts drawn from a range of cultures and experiences (ACKLEY 655) (CARR, ICC). This learning opportunity will draw upon four general capabilities and will integrate one cross-Curriculum priority in order to enhance learning.It is the aim of the Australian Curriculum for students to develop intercultural understanding as they learn to understand and appreciate their own and others cultures, languages and beliefs (CARR, 201 ad). This will quip young Australians with the the skills and knowledge to thrive in a diverse and multicultural world (CARR, 20th). This learning opportunity will develop students abilities to recognize culture. Students will develop respect for cultural diversity as they explore and compare beliefs and practices (CARR, 20th).Further, this outcome will allow students to interact and empathic with others as they communicate across cultures (CARR, 20th). Through such learning, students will be able to see many of the commonalities and differences of cultures, assisting in developing skills in critical and creative thinking. Critical and creative thinking involves a students capability to generate and evaluate knowledge that is presented to them, as well as to clarify concepts and ideas, and to consider all options in a situation (CARR, 20th).Through the proposed learning opportunity, students will develop these skills as they identify and clarify information and ideas, and organism and pr ocess information. Literacy is also a capability that will be draw upon, as students develop the knowledge, skills and dispositions to interpret and use language for both learning and communicating. Students will practice skills in comprehension wrought listening, reading and viewing literature, as they navigate, interpret and analyses learning area texts (CARR, 20th).Personal and social capability will be developed as students learn to understand themselves and others by building positive relationships and working constructively with peers (CARR, 20th). As a result of this learning opportunity, social awareness will be developed, as students learn to appreciate diverse perspectives. Finally, this learning opportunity will integrate the cross-curriculum priority of Aboriginal and Tortes Strait Islander histories and cultures.This is of high rarity as knowledge and understanding of Australias Indigenous communities will enrich students abilities to participate positively in the ongoing development of A ustralia (Brady Kennedy, 2014). Such learning will be realized as students work to deepen their understanding of Aboriginal and Tortes Strait Islander communities and their continual special connection to, and responsibility for country and place throughout Australia (01 . 2) (CARR, AAA). Further, students will understand that Indigenous peoples ways of life are uniquely expressed through ways of being, knowing thinking and doing (01-5) (CARR, AAA).These points address the stated essential knowledge, understanding and skills of the priority. Section 3: Pedagogy The scope of pedagogy used for this lesson will be drawn from the theory of constructivism. This theory suggests that learning is both the process of constructing meaning, and an individual making sense of their experiences (Churchill, 2013). It sees an emphasis on the active role of the learner in this process (Wolff Margaret, 2013). The lesson will begin with a whole class discussion on the elements of the four weather seasons that students experience in their home town of Lancets. Bigotrys work argues that constructivism shifts the focus from the teacher to the students (Churchill, 2013). Rather than the students being seen as empty vessels, they are urged to be actively involved in their own learning (Churchill, 2013). Though the teacher will facilitate discussion through key questions, the content that the teacher writes on the whiteboard will be drawn from experiences that the students share with the class. Viscosity views knowledge as the product of learning whereby individuals engage socially through conversations and shared learning experiences (Marsh, 2010).Therefore, a constructivist approach IS apparent as students work as a group to discuss and explore the topic, and learn from both their own and others experiences. Once discussion has been exhausted, the class will then be read the picture book Ernie Dances to the Didgeridoo by Alison Lester (2000). Pigged argues that students actively construct their world through the process of assimilating or acc ommodating new information to their internal frameworks of understanding their schema (Marsh, 2010). This will occur as students receive information from the book and either accommodate or assimilate it o that which they have already learnt of Indigenous cultures in previous lessons. Once the book has been read, students will be able to demonstrate their understanding through discussion as they compare and contrast what they have learnt, in relation to the familiar seasons they experience at home. Afterwards, students will have the opportunity to create a response to the book.Every student learns differently, and in an effort to cater to as many learning styles as possible, differentiation will be applied, where responses can be made in any mode, whether it is written, drawn or verbal. To achieve this task, resources such as white and lined paper, pencils, crayons, Texas and grey leads will be required, as well as the picture book Ernie Dances to the Didgeridoo. This will be an individual activity, though several age-appropriate books on the topic will be provided for students to be discussed and shared if any further information is required.Students will have the opportunity to share their work in following lessons. Section 4: Justification By the end of grade 1, in Geography, the Australian Curriculum states that students will identify and describe the natural features of places that are milliamp to them (CARR, IEEE). They will understand that these places and features can be described differently, by different people and, subsequently, will be able to discuss this (CARR, IEEE).Further, in the same year level for English, students are expected to understand the different purposes of texts, and are able to make connections to personal experiences when observing short texts (CARR, ICC). As such, both the proposed learning outcomes have been selected as they are relevant to the learning of grade 1 students, and align with that which the Australian Curriculum articulates IS expected pond completion of the grade. Students work best when learning is relevant to them and suits their learning needs (Marshall Rowland, 2006).The majority of students in this cohort are achieving at grade level. For thos e achieving below the standard, both outcomes remain relevant as they require students to draw upon previous experience, and the environment in which they find themselves on a daily basis. Further, both outcomes can be assessed broadly, as students choose to respond in ways that suit their learning styles and needs. Differentiation will be applied to the task, as it involves a teachers effort to spoon to variances amongst learners in order to create a more effective learning experience (Www, 2013).Differentiation caters for the learning needs of those achieving at all standards, as students work in ways that play to their personal learning strengths and styles, and assessment is made on the students ability to communicate understanding of the topic. The Australian Curriculum is three dimensional, consisting of learning areas, general capabilities and cross-curriculum priorities. All of these aspects have been drawn upon in order to create an integrated learning opportunity that is OTOH relevant and appropriate for its cohort.It will achieve learning in a way that is flexible and that caters to individual student needs through personalized learning (CARR, Bibb). Firstl y, literacy skills support both outcomes. Within this learning activity, students apply their skills in literacy through the use of specific language that is appropriate to the learning area, in order to interact and converse with others (CARR, 201 ad). This enhances learning as students accurately comprehend the learning area texts, and appropriately respond to them.Further, skills in critical and creative thinking will enhance learning as dents practice inquiry by identifying exploring and organizing information and ideas (CARR, 20th). Critical and creative thinking is vital to student learning as it requires broader and deeper thinking (Paul Elder, 2008). This will allow for greater understanding within the task. Personal and social capability will also enhance student learning. On a social level, such capability enables students to form and maintain healthy relationships and to work positively with others (CARR, 20th). If practiced, students will develop the understanding that different groups have differing respective (CARR, 20th). Subsequently, this capability will complement intercultural understanding which will promote learning in this activity. The Australian Curriculum aims for students to develop intercultural understanding in order to understand both their own and others cultures and beliefs (CARR, 20th). Through practicing both these capabilities, students will gain better understanding of the activity as they develop an appreciation and respect for different cultures.Finally, the Aboriginal and Tortes Strait Islander histories and cultures cross- curriculum priority is addressed here. Understanding of this is essential for all students in order to become effective, just and responsible citizens, and will enable students to develop respect for cultural diversity (CARR, AAA). As such, this priority promotes learning in the activity as students are developing a deeper and richer understandi ng of Australias ancient culture and its people. Both the general capabilities and cross-curriculum priorities work together to achieve a rich and integrated learning opportunity. It is stated that this learning opportunity should be taught from a constructivist approach. This is because constructivist theorists argue that learning is the process of constructing meaning and that students should play an active role in their learning (Churchill, 2013). Children learn best when they construct a personal understanding based on their experiences (Wolff Margaret, 2013).Therefore, students will be able to construct meaning through active involvement (Wolff Margaret, 2013). Piglets work argues that learning involves the processes of assimilation and accommodation, whereby students will adapt new knowledge to their existing schema, or frameworks of understanding (Marsh, 2010). Therefore a constructivist approach will be effective in this task, as students will develop understanding by relating content to that which they already know and t herefore in a way that is appropriate and meaningful. This will promote effective learning. Group work through whole class discussion has been chosen to open this class. This is because Viscosity states that learning is the product of social engagement and is facilitated through shared learning experiences and conversations with others (Marsh, 2010). Further, Churchill (2013) states that learning is the result of an individuals exposure to culture. This resonates with Bigotrys work that proposes learning is socially mediated through the symbols of language and culture (Marsh, 2010).By discussing ideas in a whole class setting, students will be able to learn from the experiences of their peers. Furthermore, teacher involvement should facilitate a reciprocal experience as the teacher scaffolds learning for the students (Faulkner, Littleton Woodshed, 2013). Viscosity argues that children have certain boundaries to their cognitive ability in which they can independently learn the zone of proximal development (Marsh, 2010). Through the process of teacher-student interactions, understanding will increase as the teacher scaffolds learning from previous lessons (Marsh, 2010).