Prenatal and Postpartum Scenario - 770 Words

Prenatal and Postpartum Scenario Stephanie Thomas PSY/280 - Human Growth amp; Development August 11, 2015 Shannon Cassidy Prenatal and Postpartum Scenario MEMO To: 6-Month Pregnant Woman From: Stephanie Thomas, Developmental Psychologist Date: August 11, 2015 Re: Daily Activity List The following memo is a daily activity list for your 6-month pregnancy timeline consisting of three activities that positively affect your infant’s future development. Along with the daily activity list in the following paragraphs you will receive and explanation of the importance of these activities for the baby’s development. These activities will also assist in any future pregnancies you may choose to have. These†¦show more content†¦Second daily activity, start up a low impact exercise routine to obtain pre-pregnancy weight. This will help both mentally and physically once you are closer to your pre-pregnancy weight. The lack of physical activity contributes to excess weight gain during pregnancy and weight retention during postpartum. Many gyms have child care, and as your child ages this will help him or her fine tune attachment social skills early. Third daily activity, have some human interaction and talk about your feelings. Set time aside each day to talk with your partner, so that you both can reconnect. Find a support group, there are many women experiencing the same thing right now. Listening to someone else’s version of postpartum depression and sharing your own can work wonders. Seek out a meeting in your area and give it a try. You may just meet that mommy friend you need. One-on-one therapy can also help you discover where the depression is coming from, and how to take steps each week to heal. 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Women Are Vulnerable During War And Conflict - 1994 Words

Women are Vulnerable in War and Conflict In this essay, I will be discussing how women in Nigeria are vulnerable in war and conflict, by summarizing articles and adding comments from the book I Am Malala to support this essay. Thus, religion and customs encourage male dominance in Nigeria which result in limiting women’s rights. As a result, male groups believe they have power over women, as noticed in the kidnapping of student girls in Nigeria. Furthermore, women are entitled to follow customs: however, if women disobey customs and culture they are abused and punished, resulting in gender-based violence. Hence, women in Nigeria are vulnerable due to many factors, but education is a safeguard that is necessary to protect them. Therefore, in this essay, I will be arguing how women are vulnerable in any conflict because they have deficient personal security impacting their safety. I am now going to discuss some relevant information about Nigeria that is crucial for my essay. 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Improving Math and Science Scores in Middle School Free Essays

string(188) " the problems that exist and hopefully get the school to achieve grades similar to IS 409-East New York Family Academy sometime in the near future as is reflected in the following graphs\." Program Evaluation Improving Math and Science scores in Middle School TABLE OF CONTENTS Page Needs Assessment 3 Program Theory 10 Logic Model 20 Conceptualization Operationalization of Program Outcomes 24 Assessment of Program Impact 25 References 28 NEEDS ASSESSMENT Math and Science are two subjects which most students at any level approach with trepidation and intense dislike, however, both subjects are integral to cognitive thinking. Not only will these subjects provide skills that will help students think more clearly, but students will be academically successful throughout their school career, enjoy wider career choices and earn more money after graduation. Therefore, establishing a strong foundation in these subjects is integral to future academic and career success. We will write a custom essay sample on Improving Math and Science Scores in Middle School or any similar topic only for you Order Now However, studying these subjects in middle school is even more difficult. Studies have shown that the transition for a student from elementary school to middle school is academically and psychologically difficult. According to Maurice Elias in an article entitled, â€Å"Middle School Transition: It’s Harder Than You Think†, many former elementary school students are not well prepared for the demands of middle school. They need explicit instruction, coaching, and support with regard to organizing time and resources for homework; responding to work that is more challenging and requires more effort; understanding and addressing the varying expectations of teachers in different subject areas; and accomplishing such basic tasks as taking notes and taking tests (Elias, 2001). Unfortunately, this same sentiment resonates today with the New York City Public School system, specifically, middle schools located in low income areas. The New York City Public School System is struggling with mathematics achievement in the grades beyond elementary school. Over 30% of the city’s elementary and middle school students score at the lowest level of the state mathematics test and only 34% of all students pass that test. The mathematics â€Å"problem† seems connected to the third major trend in the data, the low performance of middle and junior high schools in the city. In both Mathematics and English Language Arts, the city’s middle and junior high schools seem to be the weakest link in the system (Domanico, 2002). Recently, the math state scores were released further underscoring the middle school â€Å"math problem† that exists. Results showed that while 75. 3% of students at the elementary level passed successfully only 38. 9% of grade eight students passed (Andreatta, 2006, 11). As such, the intent of this study, based on the aforementioned information, is to evaluate and make recommendations with regard to middle school students in a particular school who have been struggling with both subjects. This study will focus on a middle school, IS 166- George Gershwin School—located in East New York. The decision to choose IS 166 was dependent on a few factors among which included the fact that the district within which it is located is considered a â€Å"virtual educational dead zone† by a Civic Report drafted by the Manhattan Institute for Policy Research (Domanico, 2002). Additionally, after reviewing the New York City Department of Education’s website—which provides an overwhelming amount of information on every public school in the city as well as their progress over recent years in the core subjects—it was found that of the schools within the 19th School District—primarily East New York, IS 166 is one of the worst performing schools. The school’s poor academic performance is further exacerbated by the outstanding grades displayed by another school in the 19th School District such as IS 409—East New York Family Academy and outside of the district another school MS 114, located in District 2 (Manhattan), whose grades superseded the city’s level as well as the state’s level. The graphs below illustrate how IS 166 performed poorly in the last 2 years on the state Math and Science exams comparatively to other schools, specifically IS 409 in the same district as well other schools in other districts. The last two graphs will show the difference with a higher performing school such as IS 409 and therefore will confirm why this study is going to be conducted. IS 166- George Gershwin School Math and Science Grades Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). Definition of the Levels on which the scores for both subjects are based: Level 4—These students exceed the standards and are moving toward high performance on the Regents examination. Level 3—These students meet the standards and, with continued steady growth, should pass the Regents examination. Level 2—These students need extra help to meet the standards and pass the Regents examination. Level 1—These students have serious academic deficiencies. Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). The aforementioned graphs showed how poorly IS 166 has performed in the last two years in both Math and Science. In Math, the number of students performing at Levels 3 and 4 has decreased from 22. % in 2004 and 17. 5% in 2005. The number of students tested for Level 3 was only 60 and for Level 4 only 3 of 361 total students. The remaining students, as displayed on the right hand side of the graph, are still at a Level 1 which as noted by the above definition means that they are in grave need of assistance. Therefore, for the purposes of the study, the target population will be defined as â€Å"in need† students. Although there has been a slight increase in Science, the results are still less than desirable when compared with other schools in the district and the City. As seen in the graph, only 14% of the students passed at Levels 3 and 4 in 2004 and by 2005, only 18% were able to pass at the same levels. Therefore, if IS 166 continues on this trajectory, it will continue to be labeled an underperforming school that graduates below average students incapable of performing the basic tasks in both subjects. The goal of the evaluation study is to thoroughly review the problems that exist and hopefully get the school to achieve grades similar to IS 409-East New York Family Academy sometime in the near future as is reflected in the following graphs. You read "Improving Math and Science Scores in Middle School" in category "Papers" IS 409- East New York Family Academy Math and Science Grades Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). As noted in the above graphs, IS 409 is performing extremely well at Levels 3 and 4 and has outperformed schools in both math and science in the district (which is truly exceptional given the neighborhood and its history) as well as other City schools. Very few students if any are far below the standard in both subjects. Moreover, as noted before, other schools such as MS 114 and IS 289 located in District 2 have maintained exceptional scores over the two year period. For 2004 and 2005, MS 114 scored 88% and 81% consecutively in Math and 97% and 91% in Science. IS 289 also scored high grades-for both years in Math, the school displayed 83% and 73% when compared to other schools in the district and city and in Science, they scored 87% and 82%. Other schools in other districts from Queens and Staten Island have also demonstrated solid scores. This makes designing a program even more of a priority in light of the above referenced comparisons. The study will not focus on the students at all levels in the middle schools but specifically, the eighth grade students destined for high school who have yet to grasp the necessary skills needed to succeed and have been the center of test score analysis over the years. These eighth grade students will be approximately 14 years old but depending on factors such as repeating a grade or special needs, the age may vary from 14-16 years old. As noted before, they will be identified as â€Å"in need† students and the study will attempt to identify the worst performing students by looking not only at grades but possibly contributing factors such as income, special needs, and possible crime involvement. The improvement of Math and Science scores is a gargantuan task which requires a major overall of the school at all levels, however, to begin the following services are needed and they are but not limited to: ?Offering training sessions for the math and science teachers. The difference between not only IS 409 and other schools in District 2 is that the teachers have more experience, education, and are less likely to be absent more than average. The training sessions will be implemented on weekends or after-school whichever is more convenient for the teachers and will be done prior to establishing an after-school program for the students. The training sessions will allow teachers from higher performing schools an opportunity to impart their techniques for achieving higher grades. Offering a separate informative session for the Principal, Maria Ortega, so that she is more knowledgeable on what is needed to succeed in both areas. In most cases, the principal of a school has a general idea of what is needed in most subject areas, however, if the principal is more involved, informed, and fully comprehends the nuances of the subject matter, then she will be able to make better choices in hiring and understanding the teaching of the curriculum. This is an i dea which originated out of reading the case of MS 114 in District 2 which showcases a principal that has not only taught but has written Math books for children. Also, in IS 289, the principal knows each student individually and is fully acquainted with their needs. ?Offering additional services for children that may range from an after-school program to extending class hours to offering classes on the weekend. One of the schools in District 2 actually has classes that last at least 50 minutes giving students a better opportunity to absorb the material thereby performing better in exams. ?Offering programs that will incorporate the parents as well. Perhaps this will be in conjunction with the after-school program. As noted, most of the students in this district are from low income families and perhaps some of the parents are in low paying jobs or living on welfare. The parents can take advantage of the program by refreshing themselves with the basic concepts of each subject so that they may assist their children and perhaps help themselves. PROGRAM THEORY In order to address the dire academic situation at IS 166-George Gershwin School, and before implementing an after-school program, it is important to address the issue at the higher levels which means analyzing teaching techniques and more importantly, principal participation. At the Center for Civic Innovation Luncheon featuring Chancellor Joel Klein held on Thursday, October 5th at the Harvard Club, Chancellor Klein began his speech with an analogy of the leaky roof and the squeaky floor. He stated that there was a school located in uptown Harlem that had a leaky roof and a squeaky floor. One day a repair man came to repair the floor and the custodian stated that the floor cannot be fixed prior to the roof being fixed to which the repairman replied â€Å"That’s not my concern, I am just here for the floor†. The Chancellor began his speech with that story to underscore the problems with the NYC Education system. He believes that everyone wants to fix the underlying problems without addressing the issues at the surface. The Chancellor’s story may be applied to the case of IS 166 and any other school in need of improvement. Many observers and parents are often led to believe that their children are primarily the problem in achieving higher scores and possibly that their children lack the intellect to truly analyze or process the information given to them. However, it is just as important for the heads of the respective schools to be cognizant of what is needed to improve these scores and the principal is just the person to ensure this. Therefore, before implementing a program, we have recommended that Principal Maria Ortega participate in a briefing session lasting approximately one month in the summer—right after the end of the school year and before the hiring season begins—for at least 4 hours a day, three days a week. According to reports of comprehensive school reforms in Chicago and Louisiana, the schools’ academic success was primarily attributed to the principals in charge and the contributions they made throughout the reforms. In one report, it stated that â€Å"highly effective schools communicated expectations for teachers. The principal was active in working to improve teacher skills; ineffective teachers were let go. † Moreover, the principals played an important role in four areas a) selection and replacement of teachers; b) classroom monitoring and feedback; c) support for improvement of individual teachers; and d) allocating and protecting academic time (Good et al, 2005, 2207). Therefore, implementing a program or briefing session solely for Principal Ortega would help her improve in all these areas. Principals, under Chancellor Klein’s tenure, have been given more empowerment opportunities and have more responsibilities to ensure the success of their schools. IS 166 has been categorized as a Title I School In Need of Improvement (SINI) under the No Child Left Behind Act (NCLB) and as such, Principal Ortega has to work harder than ever to improve the english, math, and science scores—subjects that are integral to a student’s academic success. The program we have suggested will illustrate to Principal Ortega that math, in particular, cannot be taught in the traditional manner, that is, using rote. In fact, the National Council of Teachers of Mathematics (NCTM) advocates the development of an inquiry-based mathematics tradition. Students taught using this tradition are encouraged to explore, develop conjectures, prove, and problem solve (Manswell Butty, 2001, 20). Students are best able to absorb the material in not only math and science but other subjects if the teachers are able to present it in an interesting manner that entails connections to the outside world. Principal Ortega should also be familiarized with the requirements for the exams and then know exactly how the staff should approach student preparation. She should also ensure that with respect to math, she adheres to the recommendations Lyle V. Jones reiterated in his article entitled â€Å"Achievement Trends in Math and Science† in which it was stated: ? Only teachers who like mathematics should teach mathematics ? The chief objective of school mathematics should be to instill confidence ? Mathematics teaching must be based on both contemporary mathematics and modern pedagogy (Jones, 1988, 333). After completion of this program, and hopefully with a better understanding of what is needed to improve the scores at IS 166, the next step would be to address the teaching staff. As noted, the methodology used is integral to ensuring that the students comprehend, absorb, and analyze the information being disseminated. If they fail to process the information then they will ultimately perform poorly in the state exams and possibly continue to do so throughout high school. We recommend prior to the beginning of the academic year, and the implementation of the after-school program, that teachers, specifically, the math teachers enroll in a summer institute similar to one reported in an article entitled, â€Å"Toward a Constructivist Perspective: The Impact of a Math Teacher InService Program on Students†. The reason being is that the teaching of math more so than science requires certain techniques that are far from the traditional methods that most teachers employ. The summer institute in the report offered participating teachers intensive two-week summer institutes and weekly classroom follow-up during one academic year. Moreover, they received an opportunity to reexamine their ideas about the teaching and learning of mathematics. During the summer institutes, these teachers experienced mathematics classes in which they were encouraged to construct solutions and ideas and to communicate them to a group. They analyzed student understandings as revealed in interviews and they planned lessons which reflected their evolving ideas about mathematics learning and teaching (Simon and Schifter, 1993, 331). Teachers need to plan their lessons in such a manner as to engage the students so that they may effectively communicate their thoughts or problems with a particular issue. In fact, after completion of the summer institute, and after the teachers began using their newfound techniques, the results were noteworthy and ranged from students stating that â€Å"it’s fun to work math problems† to â€Å"I’d rather do math than any other kind of homework† to â€Å"I like to explain how I solved a problem†(Simon and Schifter, 1993, 333). Therefore, using the above referenced example, the summer institute that we propose for the math teachers will last approximately three weeks in the summer and it would begin approximately mid-August prior to the beginning of the academic year. This program would be mandated by the principal and would include veteran staff members as well new ones brought on board. Another factor that teachers have to take into consideration is the population they cater to during the academic year. IS 166 consists of predominantly black and Hispanic students residing in East New York and its surrounding environs, thereby, making them not only an â€Å"in need† group in terms of grades but an â€Å"at risk† group in terms of their backgrounds and predisposition to engage in illicit activities. Many believe teaching techniques are generic and if they are employed in one school then they may be applicable in another. However, studies have shown that minority children in low income neighborhoods require a different set of techniques employed. According to Manswell Butty, African-American children have further been identified as favoring four learning styles a) person-centered, b) affective, c) expressive, and movement oriented (Butty, 2001, 23). Therefore, teachers need to use laboratory or group exercises, discussion sessions, or instructional uses of music and the visual and dramatic arts, especially when those pedagogical techniques promote Black students’ greater academic involvement, interest, and performances (Butty, 2001, 23). However, this is not a generalization implying that all minority children respond to this technique but most will probably respond positively. Therefore, teachers must be made aware of the group of children that they are dealing with and ensure that they employ the above referenced techniques to garner success. In fact, there are Learning through Teaching in an After-School Pedagogical Laboratories (L-TAPL) in California and New Jersey, which not only offer a program for elementary students but also serves as a practice-rich professional development for urban teachers. The program aims to improve the achievement of urban students and the competence of their teachers (Foster et al, 2005, 28). According to the Foster article, numerous studies, policies, and programs have addressed the persistent problem of underachievement among poor urban students and its array of possible causes. The NCLB links teacher quality to improved student achievement, especially among low-income urban children of color. Consequently, improving teacher quality has become one of the hallmarks of current reform efforts (Foster et al, 2005, 28). These laboratories groom future urban teachers to deal with students similar to the target population at IS 166. And as such, as an alternative to our summer institute, the teachers are free to enroll in the program offered by this lab in New Jersey. Therefore, taking into account the above referenced studies, improving teacher quality is of utmost importance when taking into consideration the improvement of math and science scores. All of the above has brought us to the most important element of the study establishing an after-school program. Establishing an After-school Program-Resources Funding Under the NCLB Act, Title I schools, such as IS 166 that are listed as Schools In Need of Improvement, have failed to reach student achievement targets that have been set for every school. This means the school has failed to meet state proficiency level for all students in English Language Arts, Mathematics, Science and/or high schools graduation rate. Schools falling in the above referenced category may be eligible for Supplemental Educational Services (SES). SES include free after-school/weekend remedial help or tutoring services. The SES provision offers providers an opportunity to offer low-income children, who may be struggling in school, extra academic help and individual instruction. Through SES, innovative leaders and educators can start a new tutoring program or expand an existing one to serve more students (New York City Department of Education). However, instead of using an SES provider—which in some cases the DOE will offer contracts of over a million dollars to provide services to various schools—we will request additional funding that would have been used to acquire an SES provider to establish the after-school program by ourselves with the assistance of The After-school Corporation (TASC). TASC is renowned for establishing successful after-school programs and have no contract with the DOE and thus, are not labeled SES Providers. In addition to wanting to establish a program using solely school staff, it is important to note, that there have been several complaints about SES providers and most are being investigated either by the Special Commissioner of Investigation for the New York City School District or the Office of Special Investigation and in the best interest of the target population, we have decided to forego those providers. Therefore, the funding used from SES will be used to offer per session rates for the teachers participating in the program as well as pay for the consultant from TASC. The funding will also be used to acquire additional supplies such as the KidzMath program which is highly popular and is used around the country to get students interested in math and to improve scores. Funding will also be used to secure additional bus transportation from the Office of Pupil Transportation as well as food and refreshments for the children. Staffing and Facilities The program will be housed in the school recreation room and so there will be no need to rent a facility to do so. The program will be supervised by the TASC consultant who will preferably be someone from the community who is familiar with the target population and can easily relate to their situation. The principal and assistant principal will take turns observing the classes and ensuring that the teachers and participants are abiding by the rules. The teachers will be eighth grade math and science teachers who deal with the target population on a daily basis and who are familiar with the problems they are experiencing. Additionally, the teachers will be assisted by high school students who are well versed in the subject areas, who have been recruited from neighboring high schools and would like to add an after-school tutoring activity to their resume. Therefore, these students will not be paid but will use the after-school program as a learning experience. Participants The students participating in the program will be chosen based on their past academic performance in grades six and seven and failure to show any signs of improvement. To reiterate, this program is geared specifically for eighth grade students, ages 14-16 years old, and will begin a month into the beginning of the academic year towards the end of September early October after the students and teachers have settled in the new semester. Letters will be sent to the parents at the beginning of the academic year notifying them of their child’s progress and advising them that the program is mandatory if they are to improve and move on to high school (the letters will be followed up by phone calls). While the school has no recourse if a student fails to attend even though it has been marked mandatory, offering a voluntary program usually encourages those that are really not in need of it to participate and those that do need it usually don’t. The parents will be informed of the structure of the program and the fact that transportation will be provided so that their children will be taken home safely after the program. In fact, parents who may not be working full time or at all will be encouraged to observe or participate in another session that will help them to understand what their child needs to improve. The session, which will last as long as the tutoring session, will more than likely be conducted by the assistant principal or a math/science staff member and will give the parent an opportunity to be truly acquainted with the activities being conducted. This program may also be helpful to them as well as some of these parents lack the basic educational skills that are necessary to obtain a job. Activities and Schedule Based on successful programs in Arkansas, the after-school program we will establish will mirror these successful programs and therefore, the program will entail classes of one and a half hours each day, Monday through Thursday between the hours of 3pm and 4:30pm. Mondays and Wednesdays will be dedicated to math and Tuesdays and Thursdays will be dedicated to science. The sessions will be divided into 40 minute periods during which the first period will be dedicated to the teacher illustrating the subject material and the second period will be dedicated to the students participating in groups and working together to complete the work presented in the first period. The students will get a ten-minute break during which they will receive refreshments. In the Camden School District in Arkansas, school officials credited the success of the after-school programs to the schools being released from the â€Å"Adequate Yearly Progress† (AYP) status under the NCLB Act (Arkansas Advocates for Children Families, 2006). Throughout the course of the program, teachers will be encouraged not to utilize the same material or techniques used on a daily basis. The teachers will be reminded that the program is geared towards individuals who have a negative attitude toward the subjects which may be as a result of not only failure to comprehend the material but also the teacher’s emphasis on traditional methods. Therefore, the program will forego any emphasis on memorization, computation, and equation and will focus on modeling and real world problem solving. Engaging in group work, especially in math, has proven to be successful and will be the focus of the program. According to Jones, group work differs from cooperative learning in its lesser emphasis on the teacher as instructor and its greater dependence on students teaching other students. Moreover, cooperative learning procedures as dependent first on instruction by the teacher, then on practice engaged in actively by members of an established student team (often of four team members), has evidence that supports the efficacy of the approach to elevate not only achievement but also self-esteem, interpersonal effectiveness and interracial harmony (Jones, 1988, 328). Therefore, the students will work together in groups over the period of the academic year and will be exposed to hands-on experiences, games, and projects. KidzMath should really be a good stimulant and with the assistance of the teachers, the students should be motivated. Teachers will also be encouraged to maintain a weekly progress report which will ultimately be used to assess the program’s progress. Another aspect of the program would entail having the Principal establishing stronger ties with the community and getting more community leaders involved by dropping by the after-school program to give advice and encouragement to the students. Students are not only stimulated by various activities that are outside of the norm of the regular classroom but are also stimulated by role models or individuals they deem to be successful from their part of the neighborhood. According to a report done on the Chicago School Reform, the schools that experienced major changes and improvements were led by principals who were strong veteran leaders with good relationships with their local school councils and the community (Hess, Jr. , 1999, 79). Additionally, incentives can also be offered for the students in the program which will encourage their continued participation and potential success and can range from visits to museums or amusement parks if they have showed slight improvements. While these children who performed poorly are from low income families, and a reduction in poverty rates might have a salutary effect on measured school achievement, according to Lyle V. Jones, the influence of poverty on educational achievement may be ameliorated by introducing school-parent programs to improve academic conditions in the home. After reviewing nearly 3,000 investigations of productive factors in learning concludes that such programs have an outstanding record of success in promoting achievement (Jones, 1988, 327). Explanation of Logic Model Inputs: consist of the fundamental resources—human and capital—that the program needs in order for it to achieve its goals. These resources consist of funding for per session rates for the teachers, payment for the TASC Consultant, supplies such as KidzMath, transportation, and refreshments. The most important resources needed are the children to whom the program is directed. Activities: Once the fundamental resources are in place, the schedule has been established and the techniques for teaching have been agreed upon, then the after-school program will proceed as planned throughout the academic year. The sessions will be conducted four days a week, Mondays and Wednesdays, for math and Tuesdays and Thursdays for science lasting 1. 5 hrs each period. The sessions will entail a great deal of group work and collaboration along with potential visits from community leaders and role models. Outputs: Upon implementation of the program, it is important to ascertain if the program is reaching its target population, if the services provided are being done in the manner discussed and if the population are benefiting or if they have any concerns those will be noted throughout the assessment. This will be done by conducting site visits, performing observations and conducting surveys. Outcomes: If the program is successful in achieving its goals, then the immediate goals will see the students passing their in-class tests and ultimately the state exams—which has been the focal issue with the school and the reason for the Title I status under the NCLB Act. The long-term goals include the participants of the program actually going on to high school and possibly even college. From that point onward, if students succeed in college, they may even pursue challenging careers thereby improving their socio-economic status. The reason the logic diagram is done in a cyclical manner is to demonstrate that if the program is successful and the students do improve significantly, then the school may be eligible for the same amount or a higher amount of funding which they can use to increase their resources for the input phase for the upcoming academic year. PROGRAM PROCESS Once the program has been implemented, it is important to ascertain if the services are in fact being delivered as planned and if the participants are learning with the teachers employing the new techniques as discussed. In order to do this, we will conduct an observational study as fashioned from the TASC’s site visit procedures in addition to teacher and parental surveys to see if they have noted any differences in the children participating in the program. This assessment will be done halfway throughout the semester at approximately the end of January which will also coincide with the first set of state exams (students also take these exams towards the end of the academic year-approximately June). The assessment will begin with a two-person team (my colleague and I) visiting the after-school’s program for two days a week, for a total of two weeks—one day for math and the other for science. The visit will include an interview with the principal and assistant principal (who, as noted before, would have taken turns monitoring the program). There will be 90 minute observations including the 10 minute break to see how the children are behaving and the teachers’ interaction with them accordingly. The assessment will look at three of the five primary factors as fashioned from TASC’s rating on project activities: Staff-directing relationship-building ?Staff use positive behavior management techniques ?Staff show positive affect toward youth ?Staff attentively listen to and/or observe youth ?Staff encourage youth to share their ideas, opinions, and concerns Staff strategies for skill-building and mastery ?Staff verbally recognize youth’s efforts and accomplishments ? Staff assist youth without taking control ?Staff ask youth to expand upon their answers and ideas ?Staff challenge youth to move beyond their current level of competency ? Staff plan for/ask youth to work together ?Staff employ two or more teaching strategies Activity content and structure ?The activity is well organized ?The activity challenges students intellectually, creatively, and/or physically ? The activity requires analytic thinking The observers will rate each indicator on a scale from 1 to 5 where 1 meant that the indicator was not evident during the observation period and a 5 meant that the indicator was highly evident and consistent. These ratings will provide a systematic method for the observation team to quantify its observations of the factors that contribute to the possible success of the program (TASC Catalog of Publication and Reports, 2005, 3). The assessment will also ask teachers to document any changes they have observed in their students’ behavior throughout the program. This will be extracted from a weekly progress report that they were encouraged to write at the commencement of the program. This will give us an idea if the students have made any progress in the eyes of the educators. The last assessment will be done with the parents who will be asked their views of the program. The questions will include but not be limited to: ?Is the program meeting your expectations? ?Do you see any noticeable changes in your child’s progress? Does your child show any more interest in math or science? ?Do you feel you have benefited from observing or partaking in the informative sessions conducted by the principal or staff? ?Are you satisfied with the transportation provided? These questions will receive ratings from 1-5 as noted above and will give us an overall idea of the process of the structure. We can use the res ults of the assessment to facilitate mid-term improvements before the conclusion of the program. The results can also be used for future improvements should the after-school program enter its second academic year. CONCEPTUALIZATION AND OPERATIONALIZATION OF PROGRAM OUTCOMES The goal of this study is to determine the impact of an after-school program on improving the scores of low performing eighth grade students in IS 166. Therefore, the hypothesis is eighth grade Math and Science students who have performed below average in state exams are more than likely to improve their grades in both subjects after enrolling and completing the year long after-school program. In this case, the independent variable would be the after-school program and the dependent variable would be the overall improvement in grades. Independent Variable: After-school Program The after-school program (in this project) may be conceptualized as any academic activity that takes place outside of the mandated school hours that is geared towards the improvement of a child’s academic achievement in a specific subject area. It may be operationalized by examining the responses from the observations conducted in the assessment phase which were based on five primary factors ranging from staff-directing relationship building to staff strategies for skill-building and mastery to activity content and structure. Under each category there are various indicators which will be rated on a scale from 1 to 5 where 1 is meant that the indicator was not evident during the observation period and a 5 meant that the indicator was highly evident and consistent. Dependent Variable: Overall Improvement in Grades Overall improvement in grades may be conceptualized as a notable or significant increase which may be anywhere from 15-20% in the in-class and state scores. The increase in scores would hopefully translate into passing grades. Improvement in grades can be operationalized by examining both the in-class and state test scores and comparing both to the previous year’s scores and as such, we can begin to measure some sort of success based on the increase in the scores. It should be noted that while the overall improvement in grades is the primary dependent variable on which the focus is placed, there are other variables that should be taken into account, however, due to the constraints of this paper, they will be mentioned briefly. They are but not limited to: improvement in student attitudes—that is the effect the after-school program has had on their approach to the subjects. Do the students now have a positive attitude towards the subject after improving their ability to process and analyze the new information provided? Also, there is the parental support aspect which must be taken into consideration. Did the after-school program increase parental awareness, that is, making parents aware of what students need to excel in both subjects? Do parents now know how to assist or provide support for their children in these subject areas? Assessing Program Impact—Strategy In order to determine if the after-school program had an effect on overall Math and Science scores, a randomized control-group pretest and posttest design will be conducted. (Please note that steps 1-3 would have been done prior to the implementation of the after-school program). The following steps will be followed in order to execute this test: 1) Students will be selected from the eighth grade roster by random methods, specifically, randomly choosing social security numbers from the database. ) The students with social security numbers ending in even numbers will be assigned to the treatment group (X)—the after-school program, while the students with social security numbers ending with odd numbers will be placed in the nontreatment group (Y). 3) An in-class test similar to that given at the state level will be administered to both groups to ascertain their scores—the dependent variable. The scores will be added for both the ex perimental and control group. 4) After totaling the scores, the experimental phase will begin. Both groups will be exposed to the same conditions with the exception of the experimental group (X) who will have the experimental treatment—the after-school program for the academic year. 5) After the experimental group has completed the after-school program, both groups will be evaluated again using an in-class test similar to the one given in the pre-testing period. Once again, the scores will be added for both the experimental and control group. 6) The scores between the pre-testing period and the post-testing period will be calculated to establish the difference. ) The difference in the scores will be compared to determine if the after-school program (the treatment) was associated with a change favoring the experimental group over the control group—who did not participate in the after-school program. 8) A statistical test will be used to determine whether the difference in the scores is truly significant—that is, if the difference is large enough to reject t he null hypothesis that the difference is simply a chance occurrence. According to Stephen Isaac in his book, â€Å"Handbook in Research and Evaluation† nternal validity gains strength with the randomized design because extraneous variables are controlled since they affect both groups equally (Isaac, 1971, 39). To elaborate, extraneous variables such as differential selection is controlled by random selection methods. Maturation and pre-testing effects occur equally for all groups, differential mortality can be assessed for nonrandom patterns, and statistical regression is controlled when extreme scorers from the same population are randomly assigned to groups (statistical regression will occur but it will occur equally with all groups) (Isaac, 1971, 39). The disadvantages to this design are to be found in the within-session variations during which time the experimental and control groups are tested and treated separately. There may be differences in room conditions, personalities of teachers, or wording of instructions. According to Isaac, the students should be tested individually or in small groups, randomly assigning subjects, times, and places to experimental and control conditions. The effects of any unwanted situational factors are thus randomly distributed among the subgroups, allowing them to be ignored (Isaac, 1971, 39). Isaac further states that to control for within-session instrument differences, it is necessary also to assign mechanical instruments, teachers, observers and raters to sessions—or preferably to a single session. Ideally, if observers or judges are involved, they should remain unaware of which groups are being used for control or experimental purposes, since they may have subtle biases that could influence their observations. REFERENCES Andreatta, Dave. â€Å"Math Concerns Are Adding Up† New York Post, October 12, 2006: 11 Arkansas Advocates for Children Families (2006). After-school programs in Arkansas: A solution whose time has come. Little Rock, AR author Accessed on 10/29/2006 http://www. arkleg. state. ar. us/data/education/ Birmingham, Jennifer, Pechman, Ellen M. , Russell, Christina A. , and Monica Mielke. â€Å"Shared Features of High-Performing After-School Programs: A follow-up to the TASC Evaluation† TASC Catalog of Publications and Reports, November 2005. Accessed on 11/2/2006 Domanico, Raymond. State of the NYC Public Schools 2002† Civic Report-Manhattan Institute for Policy Research. March 2002, # 26. Accessed on 10/16/2006 Elias, Maurice. â€Å"Middle School Transition: It’s Harder Than You Think-Making The Transition to Middle School Successful† Middle Matters, Winter 2001: 1-2 Accessed on 10/19/2006 Foster, Michele, Lewis, Jeffrey and Laura Onafowora. â€Å"Grooming Great Urban Teachers† Educational Leadership, March 2005, (62) 6 : 28-32. Good, Thoma s, L. , Legg Burross, Heidi, and Mary M. McCaslin. Comprehensive School Reform: A Longitudinal Study of School Improvement in One State† Teachers College Record, October 2005, (107) 10: 2205-2226. Hess, Jr. , G. Alfred. â€Å"Understanding Achievement (and other) changes under Chicago School Reform† Educational Evaluation and Policy Analysis, Spring 1999, (21) 1: 67-83. Isaac, Stephen (1971). Handbook in Research and Evaluation. San Diego: EDITS Publishers Jones, Lyle V. â€Å"Schooling in Mathematics and Science and What Can Be Done to Improve Them† Review of Research in Education, 1988-1989, (15): 307-341. Manswell Butty, Jo-Anne L. â€Å"Teacher Instruction, Student Attitudes and Mathematics Performance among 10th and 12th grade Black and Hispanic Students† The Journal of Negro Education, Winter-Spring 2001, (70) ? : 19-37. New York City Department of Education 2004-2005 Annual School Reports (Provided by the Division of Assessment and Accountability) A ccessed on 10/14/2006 Simon, Martin A. , and Deborah Schifter. â€Å"Toward a Constructivist Perspective: The Impact of a Mathematics Teacher InService Program on Students† Educational Studies in Mathematics, December 1993, (25) 4: 331-340. How to cite Improving Math and Science Scores in Middle School, Papers

Assessing Strategies for Managing Work Related Stress at Barclays Bank

Question: Discuss about the Barclays bank and his features. -A breif history of the bank -an anaylsis of its business operations -strategic developments -key performance indicators -predictions for the future Answer: Brief history of the Bank Barclays bank is a multinational banking and financial entity based in London. The bank was established in 1690, and its founders include Thomas Gould and John Freameand its current CEO is Jes Staley (Home.barclays 2016). Initially, Barclays was introduced as a goldsmith banking business in London. In the year 1981, it became the first ever-international bank to form a partnership with the Securities and Exchange Commission in Washington (Morris 2012). In the year 1869, many prominent banks in London which includes Backhouses Bank and Gurbneys Bank came together to form Barclays and Co. The financial entity is listed in the London Stock Exchange. Mutua (2012) mentioned thati In the year 1995, Barclays acquired Wells Fargo Nikko Investment Advsiors, to add to the existing BZW investment management to form Barclays Global investors. This was an essential move in the context of existing financial industry in the UK , as it encouraged wealthy clients to make substantial investments (Evatt et al. 2015.). According to Adjei and Amofa (2014), to make further expansion globally, the bank made a strategic partnership with Intelnet Global Services to make investment in the thriving business process outsourcing sector( BPO) . To increase its revenue in the UK the bank purchased a website, which relates to offering loan quotes for prospective looking to invest in the real estate. Currently the bank is one of the premium financial brands operating globally. Analysis of its business operations Barclays Bank provides services in retail, investment banking, mortgage lending, wealth management and credit card to consumers globally (Gehrig 2015). The banks business is classified into four categories, which are- Personal, Corporate Investments Barclaycard, and Investment banking. Barclays serves 30 million customers across 50 countries by offering superior financial services related to lending, investment and protection of monetary resources across 50 different countries. Its primary goals remain to maximize shareholders wealth. However Evatt et al. (2015) stated that , Barclays remain committed to undertake social responsibility initiatives in the financial domain. On the behalf of its valued clients, Barclay provide financial services related to payment and transferring funds , securing deposits, maturity transformation and lending, and services related to consultation and delivery in trading and underwriting. In the financial services sector its major competitors include Deutsche Bank, HSBC holdings plc. Wafula (2014) mentioned that the brand has seen a steady rise in profits in the last three year by 10% annually. This profit include gains from acquisition of Lehman brothers and other major financial institutions . However, the global financial crisis curbed the firms expected growth Iin the recent years. Strategic developments Joint ventures and acquisitions remain the major strategic policies of Barclays to build a business sustainable model in the United Kingdom. According to Yu et al (2015), in the current financial year, Barclays made recruitment plans to increase its workforce by 10% to provide improved financial services to clients. In addition, the brand seeks to double its existing current assets in the Asia Pacific. It is expected that these measures would increase its net growth by 5- 6 in the nest year. Barclays wealth would consider enhancing its assets globally from $10 to $20 by 2017 (Radda et al. 2015). It is expected that his would assist the firm to capture larger market share and attract prospective investor in UK , and developing economies in Asia. Adjei and Amofa (2014) mentioned that the strategic policies adapted by the brand in the Asia pacific region would assist investors in getting reliable financial services of a well-known brand in the context of the global financial crisis. Bes ides, this would complement the global ambitions of the brand, in the face of intense competition from the Citi, Bank of America/Merrill Lynch and RBS. Strategic developments at Barclays aim to implement vital changes to the business models of Barclays. Mutuaa (2012) mentioned that this includes reduction in eth investment banking operations, as it shifts from being a trading concern to an origination- concerned. According to Gehrig (2015), this alteration in business policies was made, as the brand has been struggling to match its revenue with other prominent financial entities in the market. In Barclays the risk function plays an important role pertaining to measuring and overcoming such attributes in the business. As such, provisions are made to deal with such risks of these factors fall into set standards of financial volatility in the organization. Key performance indicators The key performance indicators (KPI) reflects key indicator used in the year 2015 , to measure organization growth and market performance as mentioned in eth balance score card (Leekha et al. 2014). The balanced score card develops eight different and specific commitment of Barclalys PLC across 5 varied segments which are- Consumers, Client, employee behavior and company in the coming 5 years Statutory Adjusted Measures 2015 2014 2013 2015 2014 2013 Capital Core Tier 1 ratio 13.2% 10.8% 11.0% 4.5% 9.0% 6.7% Estimated PRA leverage ratio 3.0% Return- Average 3.0% Return- Average shareholders equity (RoE) 1.0% 1.2% 5.94 4.5% 9.0% .7% Return on average tangible Shareholders equity (RoTE) 1.2% 1.4% 7.1% 5.3% 10.6% 8.1% Profit before tax 2,868 797 5,770 5,167 7,599 5,482 Cost: income ratio 79% 84 % 65% 71% 63% 68% Loan loss rate 64bps 70bps 77bps Dividend per share 6.5p 6.5p 6.0p Total income 27,935, 25,009 32,292 28,155 29,361 28,513 Income by in UK 11,461 7,461, 15819 Citizenship Gross new lending to UK households and businesses 88bn 44bn 45bn Global investment in communities 72m 64.5m 63.5m Colleagues involved in volunteering, regular giving and fundraising initiatives 71,000 68,000 70,000 Group Employee Opinion Survey (EOS) Percentage of employees proud To be working for Barclay 78% 81% Percentage of senior managers who are female 23% 22% 21% Table 1: Key performance indicators Predictions for the future According to Gehrig (2015), the strategic review is a long term programme implemented in Barclay in the year 2014 to facilitate the long-term goals and objectives of Barclays Bank PLC. The following expectations can be made from Barclays Bank Plc over the next five years Time Period Predictions 0-9 months Achieve further stability in the organization, recognize the need for change in business policies in the organization a maintain short -term momentum 0-3years Achieve further stability in the organization, recognize the need for change in business policies in the organization and maintain short -term momentum 0-3years Achieve further stability in the organization, recognize the need for change in business policies in the organization and maintain short -term momentum Table 2: Predictions In addition, the brand formed a new executive team, which deals with only service delivery to customers (Wafula 2014). Thus, Barclays service financial services offered to employees globally would improve in terms of authenticity and period of time (Caselli et al .2014). In the last year, the management implemented required measures for changing the business fortunes of Barclays in the coming decade. For this, business consolidation measures like de-risking and de-leveraging the business in the UK market (Mutua 2012). The brand aims to consolidate its primary business lines, to achieve 1.7 bn of cost savings by the year 2017, to reduce existing RWAs, liquidity and funding and establish Core tier 1 capital ratio of 10. 5 %. Barclay realizes that the core component of the brand needs to remain intact. As such, the core components of Barclays are Culture, Rewards, Control and cost are consistently monitored, to deliver improved business performance to consumers globally. Reference Adjei, H. and Amofa, A.K., 2014. Assessing strategies for managing work related stress at Barclays Bank Limited, Takoradi.European Journal Business and Innovation Research,2(2), pp.51-69 Caselli, S., Gatti, S. and Querci, F., 2014.Deleveraging and Derisking Strategies of European Banks: Business as Usual?(Vol. 1, p. 2014). Carefin Working Papers. Evatt, G.W., Johnson, P.V., Glover, K.J. and Cheng, M., 2015. Capital Ideas: Optimal Capital Reserve Strategies for a Bank and Its Regulator. Gehrig, T.P., 2015. Changing Business Models in Banking and Systemic Risk. InManagement of Permanent Change(pp. 145-160). Springer Fachmedien Wiesbaden. Home.barclays. (2016). Barclays | 325 years of banking expertise. [online] Available at: https://www.home.barclays/ [Accessed 12 Apr. 2016]. Leekha Chhabra, N. and Sharma, S., 2014. Employer branding: strategy for improving employer attractiveness.International Journal of Organizational Analysis,22(1), pp.48-60. Morris, T., 2012.Innovations in banking: business strategies and employee relations(Vol. 22). Routledge. Mutua, A.M., 2012.Strategy and structure alignment at barclays bank of Kenya(Doctoral dissertation). Radda, A.A., Uzodinma, I., Akanno, S.N., Isa, M.S., Abdulkadir, A.A., Abba, S.A. and Abdulmajid, A., 2015. Customer Relationship Management and Organizational PerformanceThe Case of Barclays Bank Plc.Studies,4(4) Wafula, E.W., 2014. Influence of corporate social responsibility on performance of financial institutions in Kenya: A case of Barclays Bank in Nairobi county (Doctoral dissertation). Yu, X., Mitra, G., Arbex-Valle, C. and Sayer, T., 2015. An Impact Measure for News: Its Use in Daily Trading Strategies.Available at SSRN 2702032

Toyota Prius Quality Management

Famous Quotations About Education

Famous Quotations About Education What is the role and importance of education? The word education comes from the Latin verb  educatus  Ã‚  meaning bring up (children), to train, or bring up, rear, educate. Throughout history, the purpose of education has been to pass to younger members of a society the values and accumulated knowledge of a society and to prepare these younger members for their roles as adults. As societies became more complex, the transmission of values and knowledge were delivered by an expert or teacher. In both the Ancient and Modern World, the ability of a society to deliver education became a measure of success. Great thinkers have reflected on and recorded their opinions about education and its value to the individual and society. The following selected quotes are from individuals past and present, representing their thoughts on the importance of education: Plato: The purpose of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable. Herbert Spencer: Education is preparation to live completely.John Milton: A complete and generous education fits a man to perform justly, skillfully, and magnanimously all the offices, both public and private, of peace and war.Sully: Education seeks, by social stimulus, guidance, and control, to develop the natural powers of the child, so as to render him able and disposed to lead a healthy, happy, and morally worthy life.W. T. Harris: Education is the preparation of the individual for reciprocal union with society; the preparation of the individual so that he can help his fellow-men and in return receive and appreciate their help.Malcolm Forbes: Educations purpose is to replace an empty mind with an open one. T. S. Eliot: It is, in fact, a part of the function of education to help us escape, not from our own time - for we are bound by that - but f rom the intellectual and emotional limitations of our time. G. K. Chesterton: Education is simply the soul of a society as it passes from one generation to another.George Washington Carver: Education is the key to unlock the golden door of freedom.Jules Simon: Education is the process by which one mind forms another mind, and one heart, another heart.Thomas Hill: A complete education ought to preserve the pupils bodily health and strength, and give him command over his mental and muscular powers, increase his quickness and sharpness of perception, form in him the habit of prompt and accurate judgment, lead to delicacy and depth in every right feeling, and make him inflexible in his conscientious and steadfast devotion to all his duties.Robert Frost: Education is the ability to listen to almost anything without losing your temper or your self-confidence. Robert M. Hutchins: The object of education is to prepare the young to educate themselves throughout their lives.Robert M. Hutchins: Education is not to reform students or amuse them or to mak e them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellects, teach them to think straight, if possible. Martin Luther King, Jr.: Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.Martin Luther King, Jr.: We must remember that intelligence is not enough. Intelligence plus character- that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate.Horace Mann: Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery.Anatole France: An education isnt how much you have committed to memory, or even how much you know. Its being able to differentiate between what you do know and what you dont.Victor Hugo: He who opens a school door closes a prison.Alvin Toffler: The illiterate of the future will not be the person who cannot read. It will be the person who does not know how to learn.Aristotle: Education is an ornament in pro sperity and a refuge in adversity.

Business writing Essay Example | Topics and Well Written Essays - 250 words - 2

Business writing - Essay Example This paper will examine imperative areas to consider before investing in a country like France. One of the areas that need monitoring is the French economy. It is tantamount for anyone interested in investing in a foreign land to identify the state of their economy. To ensure his/her stability after the investment, an investor needs knowledge on the economic standing of the country over the past years. This presents them with the autonomy to choose if they are willing to invest in that country, or not. Whatever an investor is going to invest in the foreign land, they must look at the government’s stake in all of it. Government interests are always an area of concern. As an investor, one should be wary of their hand in some of the corporate dealings (Bureau of Economic and Business Affairs 2). One needs government authorization for some ventures, and it is crucial to involve government authorities. In conclusion, to invest in any foreign land, some requirements must be met. These requirements enable one to work effectively, and without many problems. Some transfer policies make it hard for foreign investors to make a profit from their activities (Bureau of Economic and Business Affairs 3). This is another area that one needs to focus on to avoid inconveniences, or losses. Knowledge gained in such a field enables one to flourish and benefit from such investment. Through all this, growth and development in the local area is

Gender division of labor Essay Example | Topics and Well Written Essays - 750 words

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Globalisation and Formula One

Globalisation and Formula One ABSTRACT It is often argued whether motorsport is a proper sport, and thus can be examined as such by researchers. In this essay, Formula One, for many the most important form of motorsport, is compared to established sports such as football and the Olympic Games, in terms of structure, their respective governing bodies, and their characteristics. For the latter, it has been discussed whether Formula One is a socio-cultural sport or a commercial one, as these are identified by K. Foster. Moreover, the role televison played into growing the sports popularity is examined. Finally, there has been a comparison between two important personalities of football and Formula One, Dr Joao Havelange and Bernie Ecclestone respectively, in an attempt to examine to what extent individuals can have an influence on a sports development. Introduction Ever since the replacement of post modernity with globalisation as the predominant social theory (T. Miller et al, 2001), academics of sport have taken an interest on International Sport Governing bodies and their role in an era where, (according to the hyperglobalist tradition at least (D. Held et all, 1999), nation states and their institutions are going into decline. The two most commonly mentioned (and researched) International Sport Institutions are FIFA ( J. Sugden and A. Tomlinson 1999, J. Sugden and A. Tomlinson 2003), (the International Federation of Football Associations) and the IOC   (the International Olympic Committee), (M. Roche, 2000). These are the respective governing bodies of football and the Olympic Games worldwide, and subsequently responsible of staging the worlds two most popular sporting events; the FIFA World Cup and the Olympic Games. This essay will attempt to investigate in what extent does a slightly different sport, motor racing (through its most popu lar discipline, F1 GP racing), complies with the trademarks in world sport organisation set by the aforementioned institutions. For this purpose, I have opted to compare the structure of   FIFA and the FIA (Federation Internationale de l Automobile), as well as the two sports (from their league structure point of view mainly),. Before that, however, I have decided to outline some of the characteristics of motor sport, which make it defer from mainstream bodily sports, as well as clarify some definitions and terminology that is widely used to describe it. Moreover, I have seeked to make a comparison between the two individuals that transformed these two organisations into what they are today: Dr Joao Havelange and Bernie Ecclestone. The role of these individuals within the structures of the Fedrations will be examined, taking into account the existing theories concerning agency, which try to understand the role individuals can play in a social system. Specifically, the essay will focus on the impact Havelange (as FIFA president from 1974-1998) and Ecclestone (as F1s commercial rights holder) had in what Miller refers to as Televisualisation (Miller et all, op. cit. p. 4) of sport. Televisualisation, along with Commodification (ibid, p. 4), will be further discussed, as they were the key factors that resulted in the economic growth of both FIFA and FIA, by being the marketing tools for boosting the image of football and motor racing worldwide. As a conclusion, some thoughts about the commercial future of Formula One will be outlined, mostly influenced by Sugden and Tomlinsons thoughts on the future of FIFA (J. Sugden and A. Tomlinson 2005). Unfortunately, due to the relative lack of scholarly sources on motor racing, historical information has been gathered mostly from journalistic sources, with every attempt made to ensure these are credible ones. The same applies to information acquired from the World Wide Web, where only established sites (such as the FIA official site, the Financial Times and the European Union) have been used. Finally, as most of the original notes for this essay had been in Greek, I have used the Oxford Greek-English Learners Dictionary as a reference (D. N. Stavropoulos, 2004). The nature of Motor Sport Due to its peculiarities, motor sport is not a popular participant sport, unlike football. Whereas football is easy to play, requiring minimum equipment such as a ball and two posts, and can take any place in any open space, motor sport is centred around such a sophisticated equipment as a racing car, which is very expensive to purchase and run, and it is restricted to specifically designed race tracks. Many consider it not to be a proper sport; First, because a drivers ability is compromised by the competitiveness of his or her equipment, and therefore not always the most capable can challenge for victory, if they are not well-equipped. Secondly, because mainstream sport in most cases involves an athlete physically using his/her body to perform. A person sitting on a car is not considered as a true athlete, although in the higher disciplines, such as F1, a driver has to endure lateral forces of up to 4g for approximately 1 and a half hour (the average duration of a GP race), and at the same time being completely concentrated in order to achieve consecutive laps with accuracy of tenths of a second. Motor Sport has various disciplines, which, unlike many other sports, are available for representatives of both genders to participate in and compete against each other. The motor sport discipline whose structure will be compared to football will be Formula One, for many the highest echelon of motor racing (Table 1). More specifically, with Formula One we refer to the Formula One World Championship, which is regulated by the FIA.   Racing Type Power Output (in bhp) Champ Car 750 Formula 1 750 F1 equivalency Formula 750 Indy Racing League 670 Grand Prix Masters 650 GP2 580 A1GP 520 Table   1: (Power outputs of racing categories (F1Racing magazine 2006) Definitions What is Formula One The name Formula One was only introduced in 1947 when racing activities resumed after the 2nd World War. Formula 1 was actually a code used to identify the technical regulations under which grand prix cars should be run at the races. Formula 1 racing began in 1947 therefore, although only in 1950 was a World Championship for Formula one cars organised (A. Cimarosti). However, F1 as a discipline exists in other sports as well, for example powerboating. What is a Grand Prix The first Grand Prix (grand prize) for automobiles was organised as such for the first time in 1906 by the AFC (Automobile Club de France) (ibid). Ever since it has become almost synonymous with big motor sport events, and with Formula One since the inception of the World Championship in 1950. The term Grand Prix though is also used in other sports, such as motorcycle racing and some IAAF meetings. Ownership of Formula One the FIA The FIA owns the name Formula One World Championship'(www. fia.com. 2006). In their website the FIA describe themselves as a non-profit making association (www.fia.com/thefia/Organisation/organisation.html 2006) who, since its birth in 1904, (it) has been dedicated to representing the interests of motor organisations and motor car users throughout the world. It is also the governing body of motor sport worldwide (ibid).   Today it consists of 213 national motoring organisations from 125 countries (www.fia.com/thefia/Membership/index_membershtml, 2006). We should bear in mind that unlike for example FIFA, which only has authority over football, the FIA is responsible for all the types of car racing (rallying, racing, hill climbing etc), but that does not include motorcycle racing, which is the responsibility of the FIM (Federation International of Motorcycle). The date of its foundation suggests it was conceived during a time when, according to Miller again, it was Europes high point for setting in place the global governance of sport. Miller points out that most of the worlds governing bodies were founded after the proclamation of the Olympic movement at the turn of the century; he also goes on to mention the establishment of equivalents for football, cricket, athletics and tennis (T. Miller et al, op. cit. p. 10 ). However, one of the peculiarities of the FIA is that it is not entirely a sporting body (see Table 2). FIA General Assembly FIA President Deputy President  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   FIA Senate  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Deputy President (Mobility and Automobile)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Sport) FIA World Council for Mobility and the Automobile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   World Motor Sport Council Mobility and Automobile Commissions  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sporting Commissions International Court of appeal Secretariat Table 2. The structure of the FIA (www.fia.com, 2006 ). Instead, the FIA consists of the World council for Mobility and the Automobile, and the World Motor Sport council. The World Motor Sport Council is the world governing body of the FIA Formula One World Championship. This is the sporting branch of the FIA under whose jurisdiction come all forms of international motor sport involving land vehicles with four or more wheels.  Ã‚   Of significant importance is the existence of the FIA International Court of Appeal, which is the final appeal tribunal for international motor sport. ()Iit resolves disputes brought before it by any motor sports National Sporting Authorities worldwide, or by the President of the FIA. It can also settle non-sporting disputes brought by national motor racing organisations affiliated to the FIA (www.fia.com/thefia/Court_of_appeal/index.html, 2006). The existence of the International Court of Appeal within the FIA structure points out to what Ken Foster refers to private justice among global sporting organisations. He argues that the intent [] is to create a zone of private justice within the sporting field of regulation that excludes judicial supervision or intervention with the decision-making process of international sporting federations. It denies athletes -[and teams]- access to national courts and leaves them dependent on the arbitrary justice of the international sporting federation themselves. Athletes can claim redress only from an arbitration panel created and appointed by the international sporting federation itself [], (K. Foster, 2005). It appears that the FIA has followed FIFAs and the IOCs example, in taking advantage of the difficulties of monitoring INGOs. Foster underlines that states are unwilling or incapable of challenging the power of international sporting federations[] (ibid. p.68). In addition, he points out alternative ways of avoiding legal scrutiny by making it compulsory in their rules that disputes go only to private arbitration,   and by asking athletes to sign agreements not tot take legal action against international sporting federations'(ibid. p.69). Indeed, according to Allison, [modern sport] has developed highly autonomous international organisations () (L. Allison and T Monnington, 2005). In the same text, Foster has previously commented on the general attitude of powerful sporting bodies: Historically, sport has been governed by management structures that were hierarchical and authoritarian. Their ideology, and often their legal form, was that of a private club (). The commercialisation, and the later commodification [which will be discussed later on this essay] of sport put pressure on their legal form. Private clubs began to exercise significant economic power over sport. (). International sporting bodies, as federations of national associations, in turn organised global sport. () the need for due process in decision-making and the need to prevent abuses of dominant power within the sport were two important consequences of this [the] legal intervention (K Foster, in Allison, 2005).  Ã‚   So far it appears that the FIA is complying with the models of regulation of FIFA and the IOC in certain aspects, such as being an International Non-Government- Organisation (INGO). But, because of its very nature, the motor sport governing body does not entirely follow FIFAs and the IOCs patterns. For example, Sugden and Tomlinson (again), argue that drawing upon Archers classification of types of international organisations, (C. Archer, 1992), () since its foundation in 1904, FIFA has transformed itself from and INGO (International Non-Government- Organisation) into a BINGO (Business International Non-Government Organisation (), (J Sugden and A Tomlinson, 2005).   They go on to comment that FIFAs reason for existence has been increasingly profit-driven () and has become a   leading example of the professionalisation and commercialisation of modern sport (), (Ibid. p.27). From a capitalistic point of view, one would assume that it would be normal for every organisation to seek p rofit. Sugden and Tomlinson, though, observe that such commercial activity coming from INGOs is illegal, and refer to Morozovs claim: As Morozov states, the aims and activities of an international organisation must be in keeping with the universally accepted principles of international law embodied in the charter of the United Nations and must not have a commercial character or pursue profit-making aims, ( G. Morozov, (1997). ( However, the FIA cannot be considered to belong in the category of INGOs becoming BINGOs. Like FIFA and the IOC, it has opted to locate its corresponding offices in Switzerland (www.fia.com/global/contacts .html, 2006), something which, as Sugden and Tomlinson point out, underlines [FIFAs] political and fiscal autonomy (and unaccountability), ( J Sugden and A Tomlinson, 1998); but it has not directly benefited economically by promoting the Formula One World Championship. Although it states that part of its resources shall be derived from income arising directly or indirectly from sporting activities, including the FIA champions (www.fia.com/thefia/statutes/Files/index, 2006), hips, it cannot benefit directly from exploiting Formula Ones and other FIA championships commercial rights. Foster, again, gives a detailed account of how the case of motor sport became a unique example of governmental intrusion into a global sporting bodys self-regulation, ( K Foster, in Allison 2005). According to a European Commission principal, a governing body of sport needs to separate its regulation of the sport from its commercial activities in promoting events and in maximising their commercial value; a governing body must not use its regulatory functions improperly to exclude its commercial rivals from the sport (Official European Journal, 13/06/01, Cases COMP/35.163: COMP/36.638; COMP/36.776. GTR/FIA others, 2005). It is suggested that FIA used its monopoly positio n by the threat of imposing sanctions to drivers, circuits, teams and promoters who wouldnt grant them exclusivity, thus rendering them unable to compete in rival series. Moreover, broadcasters who televised rival events were given least favourable agreements (K Foster in Allison, 2005). The result of the European Commissions intervention was the change of regulations on behalf of the FIA: They insisted on a complete separation of the regulatory function of FIA, as the governing body of the sport, and its commercial function of exploiting the broadcasting rights to all motor sport events under its jurisdiction. The separation is (was) designed to prevent conflicts of interest. The Commission also limited the extent to which FIA, as the regulator of the sport, can take measures to prevent rival promoters of events competing with FIAs events. The Commission wanted to separate the function of the FIA in promoting events (and thereby gaining commercial benefit) from that of licensing events as part of its regulatory function. The role of a governing body, according to the Commission, is to act fairly and create a level playing field so that all promoters of events are treated equally and carefully (Ibid. p.84). Foster justifies the Commissions decision thus: The differen t approach by the Commission can be explained because motor sport is a globalised, rather than an internationalised, sport. It had a commercial structure of management and offered no cultural or social justification of its anti-competitive behaviour. As such it was subject to normal commercial criteria in its regulation, (Ibid); and goes on to comment that this example may be unusual in that there was an excessive intermingling of the regulatory and commercial functions within the governing structures of international motor sport. However, it indicates that regional regulation can be effective and that the fear that globalised sport can escape all regulation and be immune from legal intervention may be exaggerated (Ibid).   Structure of the FIA Formula One World Championship Indeed, the structure of the FIA Formula One World Championship seems very much to resemble the American (commercial) model of sport, although being originally a European concept, as described above. Foster, once again, offers the key characteristics in American and European sport. (see Table 3.) European (socio-cultural) American (Commercial) Organisational motive Sporting Competition Profit League structure Open Pyramid. Promotion and relegation Closed league; ring-fenced Governing bodys role Vertical solidarity; sport for all Profit maximisation; promote elite stars as celebrities Cultural Identity National leagues; local teams. Opposition to relocation of teams transnational leagues Transnational or global leagues; footloose franchises International Competitions Important for National Identity Non-existent or minimal Structure of governance Single representative federal body League or commissioner Table 3. (European model of sport vs American model of sport),   (Ibid. p.74). By attempting to compare the structures of football and Formula One, we can relatively easily identify that the former belongs to the European tradition. It was indeed conceived as a sporting competition first and foremost. It is rather doubtful that there had been a plan to make profit out of football when the FA was founded in 1886. The open pyramid system is adopted, with clubs being promoted and relegated form the divisions of their national leagues, depending on their performance. Football has been conceived as a sport for all, and FIFAs initiatives such as the goal project confirm this (J Sugdan and A Tomlinson, 2003). Moreover, with the existence of events such as the FIFA World Cup which is exclusively contested for by National teams, the importance of national identity in football is displayed. Finally, the FIFA remains the only representative body for the sport.   In contrast, the structure of the FIA Formula One World Championship complies in general terms with the Ameri can (commercial one), although with few noticeable exceptions. It should be noted that, before starting to analyse Formula One racing using this model, we can identify in its nature all but one of the strands that are identified by Scholte, (A. J. Scholte, 2000). The only one absent is Internationalisation, as there are no international competitions in Formula One. Instead, it is an entirely globalised sport. There are no national Formula One championships. The only Formula One championship organised today is the World Championship. Liberalisation, universalisation and, most importantly, globalisation are all evident: Liberalisation: There are no cross border restrictions in Formula One, as it does not operate on a national level. The races can be held in any country, provided it has an FIA- affiliated national sporting body, and drivers and teams can come form any country as well. Universalisation: ()A global sport () needs to be simple in its structure and thus readily understood by those who have never played the game before, (Foster, in Allison, p. 66). This is more than evident in Formula One, whereas although most people are unlikely to have driven a Formula One car in full racing trim, unless they are professional racing drivers, they can easily understand its concept, that the faster car wins the race.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Globalisation/ Americanisation: Rationalisation of Formula One has been achieved since its conception in 1950. Written rules were adopted and a championship was organised in order to rationally identify (Ibid), the best driver, (and the best team in 1958 with the introduction of the Constructors championship). In addition, it also complies with imperialism and westernization. Foster comments that Developing countries are excluded because they have fewer facilities (). Sports like motor racing require massive technical capital that excludes them (Ibid). De-Territorialisation: Foster observes that we have global broadcasting of sport and global fans; (Ibid. p.67), and goes on to quote Giulianotti: Globalisation brings with it a disembedding of local social and political ties between club [-in Formula Ones case, team] and community (R. Giulianotti, 2005). This is again present in the case of Formula One. As races are not contested in the teams home grounds, but rather, in race tracks scattered throughout the world,   there is not much connection between their national identity (with the exception of Ferrari, who still carries some sense of Italian-ness). Re-location for Formula One teams is usual, provided this gives them a better chance of winning. Hence, Renault are based in Enstone, UK, Toyota in Cologne, Germany, etc. Furthermore, the ease with which teams can change their identity overnight is unique: The tartan-liveried team of former Scottish triple World Champion Jackie Stewart, founded in 1997 was turned into Jaguar in 2000, proudly painted in British Racing Green colour, and Red Bull in 2005, after the name of an Austrian-made energy drink. The globalised nature of Formula One (especially in its difference to internationalised sport) has also been identified by Houlihan: Globalised sport () has rootless teams, with multi national or nationally ambiguous teams ( B. Houlihan, 2005), [for example McLaren are a British team, founded by a New Zealander (Bruce McLaren), have a German engine provider (Mercedes) and their drivers come from Finland (Kimi Raikkonen) and Colombia (Juan Pablo Montoya)]. These rootless, de-territorialised sports are often typified by their identification with commercial sponsors. [for example Scuderia Ferrari Marlboro, and Mild Seven Benetton Renault F1 Team]. Formula One teams are defined by their manufacturers, such as Ferrari (Ibid).  Ã‚  Ã‚   Going back to the American vs European model, we have already argued that although Formula One racing was conceived in Europe on the turn of the 20th century, its current management has rendered it a primarily profit-making sport. One could argue that until 1968, when cigarette advertising (and generally corporate advertising) appeared in Formula One, (http://8w.forix.com/love.html, see also http://8w.forix.com/myths.html, 2005), the sport belonged to the European tradition. Up until then, any profit made was incidental, not central. Only starting and prize money was available to the competitors. In the 1970s, with sponsorship cash and television money heavily influencing the sport (P. Menard, 2004), Formula One became a profit-making sport. The role of television coverage in that will be discussed later in the essay. As for the league structure of Formula One, it is totally commercial. As mentioned before, there is only one Formula One contest, the World Championship. Entry to it is not based on a promotion system, but strictly on capitalistic values. In other words, only those who can afford it can enter. A recent example was that of the new Super Aguri racing team. Although the rules state   that applications to compete in the Championship may be submitted to the FIA () two years prior to the Championship in which the applicant wishes to compet (),   (www.fia.com /resources/documents/, 2006), the team applied in autumn 2005. However, the application was successful. On January 2006, FIA issued the following statement: Following receipt of the necessary financial guarantee and with the unanimous support of the competing teams, the FIA has accepted the late entry of the Super Aguri F1 Team to the 2006 Formula One World Championship, (http://www.motorsport.com/news/article.asp?ID=208865FS=F1, 2 006). This incident is characteristic of an American-type closed league, as Foster describes it: The entry [to the league] is controlled by the incumbents. There is a fixed number of teams in the league [in Formula Ones case, the highest number of cars that can take part in the Championship is 24] with no relegation. New teams cannot break into the closed shop unless the league decides that its overall economic wealth will be improved by expansion franchises. The economic risks of sporting failure are reduced and this makes capital investment in a team franchise more attractive (K. Foster, in Allison (2005), p. 75). In terms of the Governing bodys role, it is also an occasion where F1 follows the American model. Vertical solidarity is non-existent, as there are no lower Formula One leagues. Even for motor sport in general, Formula One revenues are not redistributed to lower formulae, and there is no effort to make motor racing a sport for all. Only whoever can afford motor racing can enter it. Formula One seeks to maximise its profits by commodificating itself. Elite stars are promoted as celebrities. For example, an attempt to present Jenson Button as a star has taken place in Britain, while in the case of Germany, Lincoln Allison and Terry Monnington comment: (Lotthar Matthaus), Michael Schumacher, (and Bernhard Langer) have been more importantly formative of young peoples images of Germany in the last generation that have Fichte, Hegel and Bismark, (L. Allison and T.   Monningtonin, 2005).   The American model seems to suit Formula One best again when questions about its relation to national identity arise. What Foster observes as a characteristic of the American model, is that there is little sense of national identity (). The leagues identification of its supporters is one of commercial customers rather than fans. The business can and will be moved whenever commercial considerations dictate, more like a supermarket chain than a sports team, (Foster, in Allison p. 75). This is partly true for Formula One and relevant to de-territorilisation. Most teams can relocate, as mentioned, and race venues can be changed, as was the case in recent years, with traditional European races (like the Austrian GP) being dropped from the calendar in favour of new venues in Asia (Bahrain, Malaysia, Turkey, China). However, when the sport was conceived, (prior to advertising) the racing cars would be usually painted in their national colours (green for Britain, blue for France, silver for Germany, Red for Italy etc). Today only Ferrari maintains some sense of national identity, being the only team remaining of those who took part in the inaugural 1950 World Championship; and they are still carrying the traditional racing colours (Rosso Corse). It is the only team that has fans (usually fans support drivers, not teams), the tifosi, and the race tracks of Imola and Monza are considered their home. In a lesser extent, that could apply to British teams and the Silverstone circuit. Few customs that refer to the presence of nationalism in past years still remain. One such example is the playing of the national anthem for both winning driver and constructor during the award-giving ceremony. At the same time, the hoisting of the flags in honour of the first, second and third drivers takes place. Another is the existence of a small flag next to the name of the driver, to indicate his or her nationality, on their racing overalls and on the sides of the cars cockpit.   Finally, there are no national teams competitions in Formula One, (In 2006, a rival series to F1, A1GP appeared), and, as mentioned before, the FIA is the only regulating sporting body.   Televisualisation However, we have seen that in practice, because of the aforementioned intervention of the European Commission in the governing of Formula One, many key decisions about the sport are taken by the person who administrates its commercial rights and not the governing body.   This person could be considered the equivalent of a commissioner in a commercial model. In the case of Formula One, he is Bernie Ecclestone, through his FOM company. FOA/FOM, companies controlled by () Ecclestone, are engaged in the promotion of the FIA Formula One Championship. The 1998 Concorde Agreement provides that FOA is the Commercial Rights Holder to the FIA Formula One Championship. FOA is thus responsible for televising and generally commercializing the Championship. On 28 May 1999, FOA changed its name to Formula One Management Limited (FOM) which manages the rights. The commercial rights themselves were taken over by an associated company, now also named FOA, (http://europa.eu.int/eur-lex/pri/en/oj/dat/2001/c_169/c_16920010613en00050011.pdf). Miller underlines the importance of televisualisation in sport: Television was the prime motor in the development of post-war sport() helping to constitute a sports/media complex or media-sports-culture complex of sports organisation, media/marketing organisations, and media personnel (broadcasters and journalists). Dependency of sports organi