OSHA Guide Rhetorical Analysis Assignment Example | Topics and Well Written Essays - 1000 words - 1

OSHA Guide Rhetorical Analysis - Assignment Example The present research has identified that the guide is a professional document that employs technical standards to pass its message. The document addresses the audience in a precise manner that ensures everything is made clear and straightforward from the beginning. The audience is gradually introduced to the problems and challenges encountered in the workplace, workplace safety measures and what is being done to solve the problems. The document opens in a manner that immediately introduces the audience to the main aims and objectives of the document. It is clear that any employee wants a workplace that is safe and with no technical challenges. Making this the core objective of the document from the beginning makes it draw more attention from the reader. Information presented in the document is precise and to the point. Diagrams and charts have been used to summarize important details to enhance faster comprehension by the audience. Similarly, important points are either bold or writt en in bullet points. This enhances the readability and comprehensiveness of the document and makes things clear and precise for easier comprehension. A quick scan of the document can be done by following the table of contents and the points emphasized in the document. This mode of presentation is beneficial both to the author and the audience. On the part of the author, the details required to complete the document are minimized. The format also favors the audience because scanning of the document can be easily done to capture the content, goal, and purpose of the guide. The guide presents the problem to the audience in a concise manner by use of charts and diagrams. The charts are colored and magnified in order to emphasize their relevance and significance to the reader. Information presented in the charts helps to emphasize the fact that workplace injuries are maximized and, therefore, this is a problem in the workplace. It creates the need for quick action and solutions on how to minimize workplace injuries by improving safety measures.

How to Interact with Customers Essay Example | Topics and Well Written Essays - 2000 words

How to Interact with Customers - Essay Example In this particular case, it has to be highlighted that the issues faced by the consumers on the purchase of the products of the company’s sales’ department needed solutions. This makes the customers and consumers of the products call up to the customer service department. It is to be highlighted and mentioned that when the customers opt to call up the customer service executives of the company, they are in drastic and urgent need of help and support. The process of customer care executives asking them about their sales transaction details are bound to heighten the frustration level of the consumers and customers since it adds up to the delay in getting the desired solution. It also needs to be taken into consideration that in some cases, it might so happen that the customers may not have the sales transaction details at their immediate disposal. This might result in the process of being avoided or getting delayed in terms of getting a recommendable solution to their pro blem. In order to tackle this issue, the company can focus on implementing technology-based upgrades in its customer services. To start in the most traditional way, it can be said that the company goes for an upgrade of their entire customer support software. The new software should be having a feature which will allow the customer service representative to simply type the consumer name and id and thereby pull up the relevant details associated with their individual transaction. However, in the scenario, the company wants to quicken the process of tackling the issue, the company can focus on analyzing the customer queries that are commonly asked by the consumers and customers. It has to be said that the company will need to utilize the tactic of ‘listen and engage’. In order to start with the process of listening to the consumers and customer needs, the company needs to analyze the most frequently asked queries of the consumers. Once, the common queries are being identi fied, the company can focus on the process of designing a special section on the website with the label of frequently asked questions or (FAQs). The company can also opt for designing a user community-based page, which can be integrated with the company’s website. While talking about positioning the page, it has to be mentioned that the page should be placed in the portion of the website which will talk about the frequently asked questions. Also, the consumers who have purchased products from the company’s sales department has to be communicated about the existence of this page through email. This will help the consumers to deal with the product related issues, by asking fellow buyers and users of the same product. By having these particular features in the website, the company will be empowering the customers to troubleshoot their own set of product-related problems on the basis of self help. The self help feature will help in a great way to eradicate the need of call ing the customer service representative at all times. This is sure to provide a great amount of boost in regards to tackling of the issues related to the frustration level of the customers, since it will not be necessary from them to provide the details of their sales transactions at the first place.  

Financial Inclusion Essay Example for Free

Financial Inclusion Essay Role of Government in financial inclusion Abstract:- This research paper contains the full information about the financial inclusion of the world’s economic. In this research paper we describe the financial inclusion basic meaning, definitions, scope significance. Now we move towards the second phase which include role of government role of banks in financial inclusion. we also include the reforms that has been done by the government and the other government organizations . We also include the main article that has been given by the different ministers about financial inclusion its reform. Financial Inclusion Meaning: Financial inclusion is a policy adopted by many countries to include more people in the financial set up of the country. It aims at tackling poverty and deprivation in the country. In simple terms financial inclusion refers to making the finance or the financial/banking sector more accessible to people. For example: Debit cards, internet banking and direct debit facilities are now common, convenient and cheap ways of paying for goods and services. Yet there are still people who are excluded from using these services. People who are losing out as they are unable to take advantage of the benefits offered by the range of financial products available. In developing and poor countries like Bangladesh, Nepal, Afgan etc there are many people who do not even have a bank account or who are unable to take advantage of the loans and deposit benefits offered by banks due to various reasons like lack of knowledge, fear, lack of proximity etc. Today, personal debt is at a record igh and borrowing without a bank account means using high interest lenders. Many of the people in this position live in our poorest communities and find themselves without choice or access to basic financial services, making it even more difficult to find routes out of poverty. Defination: Financial Inclusion is the delivery of banking services at affordable costs to vast sections of disadvantaged and low income groups. Unrestrained access to public goods and servic es is the sine qua non of an open and efficient society. It is argued that as banking services are in the nature of public good, it is essential that availability of banking and payment services to the entire population without discrimination is the prime objective of public policy. The term Financial Inclusion has gained importance since the early 2000s, and is a result of findings about Financial Exclusion and its direct correlation to poverty. Financial Inclusion is now a common objective for many central banks among the developing nations. Financial Inclusion in India The Reserve Bank of India setup a commission (Khan Commission) in 2004 to look into Financial Inclusion and the recommendations of the commission were incorporated into the Mid-term review of the policy (2005-06). In the report RBI exhorted the banks with a view of achieving greater Financial Inclusion to make available a basic no-frills banking account. In India, Financial Inclusion first featured in 2005, when it was introduced, that, too, from a pilot project in UT of Pondicherry, by K C Chakraborthy, the chairman of Indian Bank. Mangalam Village became the first village in India where all households were provided banking facilities. In addition to this KYC (Know your Customer) norms were relaxed for people intending to open accounts with annual deposits of less than Rs. 50, 000. General Credit Cards (GCC) were issued to the poor and the disadvantaged with a view to help them access easy credit. In January 2006, the Reserve Bank permitted commercial banks to make use of the services of non-governmental organizations (NGOs/SHGs), micro-finance institutions and other civil society organizations as intermediaries for providing financial and banking ervices. These intermediaries could be used as business facilitators (BF) or business correspondents (BC) by commercial banks. The bank asked the commercial banks in different regions to start a 100% Financial Inclusion campaign on a pilot basis. As a result of the campaign states or U. T. s like Puducherry, Himachal Pradesh and Kerala have announced 100% financial in clusion in all their districts. Reserve Bank of India’s vision for 2020 is to open nearly 600 million new customers accounts and service them through a variety of channels by leveraging on IT. However, illiteracy and the low income savings and lack of bank branches in rural areas continue to be a road block to financial inclusion in many states. Apart from this there are certain in Current model which is followed. There is inadequate legal and financial structure. India being a mostly agrarian economy hardly has schemes which lend for agriculture. Along with Microfinance we need to focus on Micro insurance too. The scope of financial inclusion The scope of financial inclusion can be expanded in two ways. ) through state-driven intervention by way of statutory enactments ( for instance the US example, the Community Reinvestment Act and making it a statutory right to have bank account in France). b) through voluntary effort by the banking community itself for evolving various strategies to bring within the ambit of the banking sector the large strata of society. When bankers do not give the desired attention to certain areas, the regulators have to step in to remedy the situ ation. This is the reason why the Reserve Bank of India is placing a lot of emphasis on financial inclusion. In India the focus of the financial inclusion at present is confined to ensuring a bare minimum access to a savings bank account without frills, to all. Internationally, the financial exclusion has been viewed in a much wider perspective. Having a current account / savings account on its own, is not regarded as an accurate indicator of financial inclusion. There could be multiple levels of financial inclusion and exclusion. At one extreme, it is possible to identify the ‘super-included’, i. e. , those customers who are actively and persistently courted by the financial ervices industry, and who have at their disposal a wide range of financial services and products. At the other extreme, we may have the financially excluded, who are denied access to even the most basic of financial products. In between are those who use the banking services only for deposits and withdrawals of money. But these persons may have only restricted access to the financial system, and may not en joy the flexibility of access offered to more affluent customers. Steps towards financial inclusion

Implementation of Knowledge Management

Implementation of Knowledge Management 1. Obstacles to the implementation of knowledge management There are two main factors that affect implementation of KM, organizational culture and technology. Organizational Culture A pattern of shared necessary assumptions that a group has learned in order to solve their problems of outer adaption and inner integration, is a right way to be considered and therefore, to be taught to new group members as an appropriate method to look, understand, think and feel about those problems (Schein 1992:12) is a definition of organizational culture. In other words, it is a framework to perform different tasks within an organization. Culture plays a vital role in the KM initiative. Studies finding causes of KM program breakdown (Barth, 2000; KPMG, 2000) stated that organizational culture is one of the most important barriers to success than others (Tuggle, 2000). Organizational culture is a most crucial factor to create value through leveraging knowledge assets that add to organizations ability (Cole-Gomolski, 1997; Ruggles, 1998). If an organizations culture is aligned with KM then it can implement and use KM for their decision making process. When a group or individual dynamically comes in contact with each other in an organization, it leads to the creation of knowledge that can be mobilized outside the boundaries of organization. For example, a new manufacturing process can fetch changes in suppliers manufacturing method that can lead to a new way of product and process or method enhancement in the organization. Knowledge can be transferred outside from the organization and knowledge from more than one organization interacts together to develop new knowledge (Badaracco, 1991; Wikstrom Normann, 1994; Nonaka Takeuchi, 1995; Inkpen, 1996). According to Krogh, G. V., Ichijo, K., Nonaka, I. (2000) organizations physical, emotional and virtual factors are responsible for knowledge creation. An obstacle to knowledge creation is, when individuals will unable to handle new situation and information. Organizational culture focuses on sharing of knowledge and fear of innovation as well (Microsoft Corporation, 1999). Knowledge sharing can be hindered due to employees different skills, academic and technical backgrounds, languages and expectations. Language difference can cause improper verbal and written communication. An organization should allow their employees to experiment in order to learn from previous failures. Organization must build friendly environment where employees should not be afraid of committing mistakes and must encourage sharing of lessons learned in order to avoid mistakes from being repeated (Ndlela and Toit, 2001). Technology Organizations must have good IT infrastructure that supports collaboration of knowledge workers and data repositories, support computer based tools for conferencing. Furthermore, organizations should have well developed technology that can be aligned with knowledge management. Improper alignment of IT and KM can lead to implementation gap. But it is really difficult for technology structure to fully support all KM aspects, technology is a critical aspect that allows and facilitates many KM processes and initiatives (Alazmi Zairi, 2003; Artail, 2006; Davenport et al., 1998; Hariharan, 2005; Hasanali, 2002; Wong, 2005). Hansali said although technology is important but it has to be used as a tool to support KM initiatives and not as the source of initiative. If technology tools such as intranet, virtual communities of practices could be formed, that can add up to the scope and timeliness of knowledge sharing (Ardichvili, Maurer, Li, Wentling, Stuedemann, 2005). Finally, the architect ure of information system within an organization that wishes to implement KM need to provide tools that support integration of all organizational computer components. 2. Knowledge capture Knowledge capture is a term related to knowledge creation in an organization. According to Nonaka and Takeuchi (1995), an ongoing cyclic process of socialisation, externalisation, combination and internalisation is known as knowledge creation. It is really vital process in knowledge management. According to Manasco, (1996), Knowledge management supports knowledge creation by utilising some mechanism, this mechanism identifies, captures and avail the knowledge. To do this it is important to find what knowledge has to be captured, why it has to be captured, what method is required to capture, how it has to be captured, how it has to be stored, how it can be retrieve and what are the ways it can be used. After answering all the above questions there is a chance in increase of KM initiatives overall success (McCampbell et al., 1999). Knowledge is created when individuals interacts among themselves or with others and with their environment. In knowledge creation when individual and enviro nment interact with each other, changes occur at both the levels, individual influences by themselves and by the environment with which they interact. Knowledge creation within an organization consists of three elements a) the SECI process (socialisation, externalisation, combination and internalisation), it defines the knowledge creation by conversion among tacit and explicit knowledge. b) ba, shared framework for creating knowledge. c) Knowledge assets such as inputs and outputs in knowledge creation. The above three elements need to interact among each other to form a kind of knowledge spiral that captures knowledge. The knowledge assets (input and output) of an organisation are shared in ba, but tacit knowledge which is held by individuals is transformed and improved by spiral of knowledge that consists of socialisation, externalisation, combination and internalisation. Garza and Ibbs (1992), suggested four techniques of knowledge capture, each is for capturing dissimilar types of knowledge:- Examining public knowledge:- it enables capturing of knowledge in order to familiarise people to understand the current thoughts and ideas on a particular subject. Interviews:- they are of two kinds structured and unstructured. Unstructured interviews enable knowledge holder to explain liberally their feelings about the key elements in their work. Structured interviews consists all the questions that of interest to knowledge capturer. In this the interviewee has to give answers of all those questions. Observation: this technique is used to capture knowledge by watching some live incident. Induction:- it allows to identify the gaps in existing rules and to analyse the cause of it by studying the case. According to me there are some other knowledge capturing methods that vary from one organization to the other, because the knowledge structure can differ between different organizations with in same industry. But still the above basic techniques will always be a building block for knowledge capture in any type of organization. 3. KM as a tool for supporting innovation Knowledge management and innovation are related to each other. Organizations have always searched for new and improved methods of doing business to acquire competitiveness. Organizations create and exploit knowledge in order to achieve advantage over their competitors this is what we call innovation. According to Roger (1995), innovation is an idea, practice, or object that is perceived as new by an individual or other unit of adoption.. Innovation can also be defined as a decision making process by evolving change in technology, process and management approach. (Walker and Hampson 2003b, p238). Basically, the term innovation depends upon knowledge development. The transformation of one type of knowledge into other is known as knowledge creativity. Suppose if there is any knowledge involved in technology improvement it should be documented. According to Amidon (1997) there are two important aspects in KM as an approach to support innovation, first, knowledge is the main component of innovation and second, activities involved in managing knowledge flow and its use. Knowledge and knowledge workers are the intellectual capital of an organization. A companys KM performance is directly related to its intellectual capital, which affects its innovation (Wong, 2005). According to Egbu et al. (2001a), any organization that wants to gain competitive advantage needs to be innovative. Method related to the development of new product is called product innovation where as new ideas involved in the deployment of new and efficient method of production is called process innovation. The efforts related to innovation are to find, identify and deployment of new technologies, products and processes. These efforts are documented and available as information. This creation of information involves knowledge evolution. New knowledge motivates organizations into new kind of business in more rewarding industry, when knowledge management is influenced positively by findings of innovation. According to (Harari, 1994; Nonaka, 1994; West, 1992), organization that provides a framework to improve knowledge of their individuals is more likely to face present rapidly changing market and to innovate in the context where it wants to compete and do investment. Managers are responsible to underline their individuals skills and experiences which in turn evolve creativity. KM enables knowledge worker to contribute in facing new problems that requires new approaches of finding solutions and demand for innovative approaches. Today companies are interested in applying new logical approaches derived from contributed effort of KM and knowledge worker to give a better innovative way of success to their business. 4. Difference between Knowledge Management and Knowledge Management Systems Knowledge management According to (Myers, 1996; OLeary, 1998; OLeary, Kuokka, Plant, 1997)., knowledge management is a process of transforming organizational knowledge obtained from available sources and associating human resource to that knowledge. In other words, KM aims to identify, create, collect, transfer and reprocess of knowledge to help organization to compete (Devedzic, 1999, von Krough, 1999). KM involves managing of knowledge according to organizations benefit. KM enhances production and production process of an organization. Knowledge will always available within organization but proper management of knowledge is of great importance for organization to achieve success. This is the reason why companies are using systematic approach for managing knowledge. According to KPMG (1998a), the aims of KM are, To improve response time, To improve decision making process by following KM initiatives, To increase productivity and profitability, Developing different business opportunities, Cost diminution, Staff retention and Increase share value. For example, KM can be used to develop or gather resources such as design, business, learning and training (Liao, 2003). KM also includes organizational learning, organizational memory and management (Thomas et al., 2001). KM can be viewed as an umbrella consisting of organizational learning that involves capturing and utilizing knowledge to create new knowledge, organizational memory that stores organizational knowledge in database repository and management that involves the management of knowledge to enhance its success by top management. To make knowledge serve the organization continuously, it has to be captured, compiled, stored and shared among human resource. Knowledge management system KMS is a type of system that automates the process of creation, collection, organization and exploitation of knowledge. In general the aim of KMS is to automate the KM processes and create knowledge out of knowledge. KMS is a combined form of IT and KM. According to Abdullah et al. , (2002), KMS is a special kind of system comprised with information technologies and communication technologies, that automates KM processes (creation, collection, organization and exploitation of knowledge) by interacting with computer systems of the organization. KM system consists of knowledge repositories, intranets, web portals and decision making tools by which individuals can access the organizational knowledge (Ernst and Young, 2001). KMS must integrate all computer components within entire organization to provide its full feature. If the entire organizations computer components are not integrated properly with KMS, it will lead to implementation gap due to which organization will not be able to c reate new knowledge by exploiting the existing one and hence the organization cannot remain innovative. Finally, I can say that KM is a concept and KMS is used for implementing this concept. The role of organisational memory in KM Knowledge is very important for an organization. Managing that knowledge is really crucial for an organization to achieve success and to be competitive. KM is a concept used for managing knowledge. Today organizations are really interested to know what they know from their past experiences. Organizations forget what they have done, how they have done and why they have done it in the past. Organizational memory keeps the track of it and shares it among individuals within organization. Organizational memory stores and magnifies knowledge by creating, capturing, accessing and reprocessing knowledge of their employees. According to Stein and Zwass (), the process by which knowledge can be brought from past to apply it on present activities, resulting in each level of organizational effectiveness. This organizational effectiveness ultimately improves the performance of organization. Walsh, J. P. and G. R. said, organizational memory is information stored in some database that comes from o rganisations history and can be used to make present decisions.

The Dietary Drug Xenical: A Breakthrough in Combating Obesity :: Biology Health Essays

The Dietary Drug Xenical: A Breakthrough in Combating Obesity In addition to the negative social drawbacks associated with being obese, there are several physical and health risks. Because of this, the issue of obesity has become a widely discussed topic in the United States, especially during the past twenty years. Experts have estimated that somewhere between one in every four and one in every three Americans are obese, and over 55% of Americans over the age of twenty could be classified as being overweight. This number continues to rise. Body Mass Index (BMI) is a scale that uses height and weight to determine body fat. This figure can then be compared to averages to determine if one is at risk for particular health risks. A BMI over 25 is considered overweight, and over 30 is obese. The risk factors that are associated with obesity include diabetes, coronary artery disease, stroke, gallbladder disease, sleep apneas, and even some types of cancers. With all of these health concerns, why is obesity an increasing problem? According to the Colorado Health Net the cost of treating obesity and health-related concerns amounts to about $68 billion per year, not including the $30 billion per year spent on additional weight loss diet programs and special foods. http://www.coloradohealthnet.org./. There are many different viewpoints as to ways to attack the growing problem of obesity. Experts claim to have found an obesity gene, which explains that those who are obese have little control over it http://dmi-www.mc.duke.edu/dfc/gene.html . When the gene is altered in mice, the amount of fat stored in the body varies. Because of the newness of the research and the obvious costs associated with this, it is not a likely procedure. Even though genetic manipulation as a treatment for obesity is years away from practical application, science has attempted to tackle the problem of weight loss in several different ways. One such method uses insulin manipulative drugs in an effort to stabilize blood sugar that would otherwise aid in the storage of fat. Another method uses beta- receptor stimulation to increase thermogenesis. Additionally, appetite is controlled through the use of selective seretonin reuptake inhibitors (SSRI’s) and other appetite satiating drugs. Special diets and exercise seem to be the most widely practiced method of weight loss, but with obesity being such an enormous health risk, many are seeking additional treatments.

What is Education? Education has been an important aspect in people’s l

What is Education? Education has been an important aspect in people’s lives. As children What is Education? Education has been an important aspect in people’s lives. As children, they start their academic careers in elementary school and as they grow older they move onto middle school, and then finally high school. I believe that from elementary school to high school, students are getting the minimal amount of education. Some people stop their education after their grade twelve year and some go onto post-secondary institutions. In addition, I also believe that students who finish high school but decide not to pursue post-secondary schools will have acquired enough education to carry on with their lives and as well as getting entry level jobs. Furthermore, students who continue their education in colleges and universities will become more academically skilled while increasing their chances of getting a well paid job (depending on their major). Their lives will be enriched as well. In this paper, I will argue my thoughts on what is the experience of education. There are many ways to argue what the experience of education is. My argument is that the experience of education means gaining the skills and knowledge to not only to survive in the real world, but to gain awareness and appreciation for life-long learning and the things that happen around us. Education is such a broad field as there are so many educational paths to take to become successful in a particular field. Common knowledge says that the education we’ve experienced in elementary school have helped prepare us for middle school. The same thing applies for entry to high school from middle school. These events from the three different c... ...e different situations. These skills should not be overlooked and should not be taken for granted. We must appreciate the world around us and be thankful for what education has provided us. Without education, we may not be able to do everyday things such as calculating our expenses, thinking logically, and interpreting one’s idea, etc. I believe that in life, all people to some extent are committed to life-long learning. Everyday we go through an experience such as studying at school, helping out in the community, or being a good Samaritan. For every experience we gain, we use that experience to gain another experience. Works Cited Barnhart, Clarence L., & Robert K. Barnhart, eds. The World Book Dictionary: Volume one A-K. Chicago, IL: World Book Inc., 1993. Dewey, John. â€Å"My Pedagogic Creed†. The School Journal 54, no.3, 16 January 1897: 77 – 80.

Edlhodm Assignment

Table of Contents QUESTION 12 1. 1Role of communication2 1. 2 Positive educator-learner relationships2 1. 3Learner participation in a multicultural classroom2 QUESTION 23 2. 1 Improve learner motivation in classroom3 2. 2 Draw up the following of a positive classroom policy:3 2. 2. 1Aims and objectives of our class3 2. 2. 2Rules of our classroom3 2. 2. 2Task division3 2. 3 Define the following concepts:3 2. 3. 1 Leadership3 2. 3. 2 Control3 2. 3. 3 Intrinsic motivation3 2. 3. 4 Communication4 2. 3. 5 Cooperative learning4 2. 4 Autocratic and democratic styles4 2. 5 Conveying message4 QUESTION 35 Introduction5Five elements of delictual liability5 1. Act or conduct5 2. Wrongfulness5 3. Fault5 4. Causation6 5. Harmful consequence6 Contributory Fault6 Conclusion6 REFERENCES7 QUESTION 1 1. Role of communication Any relationship, without communication would collapse. To create a positive atmosphere in classroom – communication has to occur. What is communication? Coetzee, van Nieker k and Wyderman (2008: 82) describe communication as the transmitting of an idea by someone (the sender) and the understanding thereof by another (the receiver). Thus, the educator must be understood by the learner and learner must be understood by educator when conversing.Role of communication involves creating an understanding by the setting of ground rules, creating open professional dialogue with learners, holding personal discussions and creation of better relationships with learner. For the above responsibilities to be of impact, the educator involved need to adhere and fully commit him or herself into achieving each task profoundly. 1. 2 Positive educator-learner relationships According to Pianta (1999:1), positive educator-learner relationships are characterized by open communication, as well as emotional and academic support that exist between learners and educators.Positive educator-learner relationships become particularly important during early adolescence, as learner mov e from the supportive environment of primary school to the more disjointed atmosphere of a high school. They also become important for ensuring good academic performance from learners. I know this because the classes I enjoyed (when I was still a learner) were the ones I did well in. So for me to do well in those classes – I had to be internally happy in the class. This goes inline with what a theorist once wrote that any performance – including academic performance – is a product of ability multiplied by motivation.Motivation is intrinsic and involves emotion. If educator requires learners to perform – the educator has to motivate the learner in order for the learner to perform at the best of his or her ability. A motivated learner will perform well academically and then the educator will be satisfied by the outcome, resulting in a positive atmosphere in the classroom. 3. Learner participation in a multicultural classroom The first thing to do is to lear n about the different cultures in the classroom from cultural insiders, learners, books and internet.Adopt a story-telling teaching method whereby the learner will get an opportunity to share an experience using his or her past experience in his or her cultural background environment e. g. having a Zimbabwean in class should lead you to asking that learner about how certain thing in South Africa will he or she perform in Zimbabwe. They should share this knowledge also in oral and written form. Team work or group work should be adopted and the desks in the class should arrange as such. How the learners sit in class does also promote their participation. Each group should reflect diversity.When the individual learner or group ask question, the educator, is recommended to respond in a positive unbiased way to the learner question so to encourage repeated questioning behaviour. It is essential for the school to allow educator to undergo diversity development workshops so that there can be an understanding and respect of cultural differences in the classroom. Acknowledge each culture hero and communicate all culture holidays. Treat multicultural learners equally do not have culture favourites. QUESTION 2 2. 1 Improve learner motivation in classroom a) Reward learners (Tom 2008:1). ) Make sure course has real value (Tom 2008:1). c) Help learners perform better (Tom 2008:1). d) Set clear expectations for the course (Tom 2008:1). e) Tell them they’re wrong when wrong (Tom 2008:1). 2. 2 Draw up the following of a positive classroom policy: 2. 2. 1Aims and objectives of our class The objectives are a breakdown of the classroom vision. These objectives must be SMART objectives (Specific, Measurable, Achievable, Realistic and Time-limited) (Coetzee et al. 2008: 6). 2. 2. 2Rules of our classroom There must be an organization and management plan in place that will enforce efficient rules and procedures.They must be consistently followed and in which the educator and the learner clearly understand expectation of the learner behavior (Coetzee 2006: 40). 2. 2. 2Task division The task division must be unambiguous and clear. It must be according the class ability and standard of achievement. 2. 3 Define the following concepts: 2. 3. 1 Leadership Leadership is about inspiring persons or groups to such an extent that they willingly and enthusiastically work to accomplish set aims (van Niekerk 1995: 4). 2. 3. 2 Control Controlling is assessing the work done and being done to re-align and correct it when necessary (Study guide 2006: 25). . 3. 3 Intrinsic motivation Intrinsic motivation means that a person works because of an inner desire to be successful at a certain task (Coetzee et al 2008: 103). 2. 3. 4 Communication Communication can be described as the transmitting of an idea by someone (the sender) and the understanding thereof by another (the receiver) (Coetzee et al 2008: 82). 2. 3. 5 Cooperative learning Can be defined as a team approach to lea rning where each member of the group is dependent on the other members to accomplish a specific learning task or assignment (Coetzee et al 2008: 108). 2. Autocratic and democratic styles Autocratic style It is characterised by the strong leadership role of the educator namely: †¢ One-way communication. †¢ Little opportunity for creative thinking. †¢ Learner participation is usually more passive. †¢ Rigid discipline. †¢ The educator is more reserved (unapproachable). Democratic style It is characterised by a calm and inviting teaching attitude, namely: †¢ Self-expression by learners. †¢ A team spirit between educator and learners. †¢ The use of variety of sources, so that the educator is not the only source. 2. 5 Conveying messageIn a model for understanding communication, the communication process is described as: the steps between a source and a receiver that result in the transference of meaning. There is a need for a purpose (expressed as m essage) before communication can take place. To create that message the source had to initiate the process by a thought (idea, instruction, request). Then the source converts the message into a symbolic form. The message is then communicated through the medium called the channel. The receiver then decodes the message by assigning meaning to the message.Through feedback it will be then determined whether the understanding is achieved or not (Coetzee et al 2008: 86). QUESTION 3 Introduction The law of delict is a section of private law. This branch of law deals with civil wrongs against another person that cause the injured party to go to court to seek compensation from the wrongdoer for damages (Coetzee et al, 2008: 226). In the law of delict, also called â€Å"tort law† in some countries, a duty of care has to be established before anyone can be held liable for damages suffered because of his or her negligent behaviour (Beloff, Kerr & Demetriou in Rossouw, 1999:112).In this a ssignment, an analysis would be made regarding the duty of care that should have existed and was owed by the team coach and the school. The analysis would be made in reference to the five elements of a delict: action or conduct, wrongfulness, fault, causation and harmful consequence. The elements are then applied to the scenario and then it will be concluded if the team coach is liable or not and if there is not any contributory fault of the player. Five elements of delictual liability 1. Act or conduct According to Coetzee et al (2008: 226) to constitute a delict, one person (e. g. he educator) must have caused harm or damage to another by his or her action or conduct. The conduct must be a voluntary human action and may be either a positive action (i. e. doing something) or an omission (i. e. failure to do something). In the scenario, due to the team coach’s conduct of not inspecting the basket ball ground (i. e. failure to do something). and also, instructing the injured ( bleeding) player to phone his parents while bleeding- this requirement is met (i. e. doing something) or. 2. Wrongfulness Coetzee et al (2008: 226) state that the act (conduct) that causes harm must be wrongful i. e. t must be legally reprehensible or unreasonable in terms of legal convictions of the community, To test for unlawfulness, the boni mores principle is applied. The question here is whether the harm caused was unjustified in the circumstances. Most types of sport have ordinary as well as unexpected dangers. Referring to these dangers, Smith (2002:1) states that â€Å"it is prudent for a coach in the discharging of his or her duty to provide players with adequate warning†. This is called the disclosure requirement and implies that coaches cannot assume that participants know the dangers, even when they are very obvious.Therefore, the team coach was wrong for not inspecting the ground before the players practice on it. He was also wrong for telling the player to do t he phone call while injured. This requirement is met. 3. Fault The act must be the result of fault in the form of an intent (dolus) or negligence (culpa). The ‘fault’ refers to the blameworthy attitude or conduct of someone who has acted wrongfully (Coetzee et al 2008: 226). Regarding the playing field, surrounding grounds and other facilities, proper measures should be in place to safeguard all participants.Dangerous objects in the vicinity of playing fields should be removed or properly covered (Rossouw 2004:37). According to the scenario, it was the coach fault the player was injured. He should have inspected the ground so that the protruding steel could be identified. This requirement is met. 4. Causation There must be a causal link between the conduct of the perpetrator and the harm suffered by the victim (Coetzee et al 2008: 227). When injuries do occur, the coach should assess whether a player is fit to train, and training should be supervised in a proper way.Nor mally these assessments can be done without any immediate pressure, but when an on-field injury occurs, the liability of the coach may become a real issue (Rossouw 2004:37). Smith (2002:2) refers to Mogabgob v Orleans Parish School Board 239 2d 456 (1970) where a coach sent a player to hospital after two hours, whilst he actually needed urgent attention due to heat stroke and exhaustion. The player subsequently died and the court held the coach liable, because evidence suggested that the player would have survived if medical treatment had been administered sooner.In the scenario, the injury of the player might complicate because it is a head injury. The coach did not assess (according to the given scenario) the injured player and seems to care less and instructs the player to phone his or her parents. This is simple negligence from the couch and will result to a medical complication. This requirement is met. 5. Harmful consequence Since a delict is a wrongful and culpable act which has a harmful consequence, damages (causing harm) in the form of patrimonial (material) loss or non -patrimonial loss must be present.It is a basic duty of a coach to do everything in his or her power to prevent injuries to players (Coetzee et al 2008: 227). In the scenario the damages the player has suffered non-patrimonial damages. This requirement is met. Contributory Fault Contributory fault involves some of fault (in the form of negligence) on the part of injured person. This results when learner fails to exercise duty of care for someone in his or her age, then the court may decide that the negligent educator is not solely liable for damages resulting from an injury (Coetzee et al 2008: 230).According to the scenario, the player’s conduct was good because he was on the ground practising. The team coach – on behalf of his school – had to inspect the Discipline High School basketball ground. That was not the responsibility of the player. Regarding phone call to his parents – if he carries on according to the coach’s instruction – he cannot be held liable simply because head injuries can be associated with brain malfunctioning. Thus, he might not be thinking clearly. Conclusion It can then be concluded that there was no contributory fault on the player part. All the five required elements have been met.In South African law, when these five elements are present, the team coach (educator) can be found guilty of delict. This is due to the fact that the team coach by acting negligently caused damages to the injured player. Now, the player will need to be compensated for the loss suffered in the court of law (Basson & Loubser, 2001: Ch5, 11). REFERENCES Basson JAA & Loubser MM 2001. Sport and the Law in South Africa. Butterworths, Durban. In: Rossouw, J. P. 2004. â€Å"Where education law and sport law meet: the duty of care of the educator-coach in South African schools† North-West University, Potchefstroom Campu s.SA-Educ JOURNAL Volume 1, Number 2, pp. 28-40. Coetzee, SA, van Niekerk, EJ & Wyderman JL. 2008. â€Å"An educator’s guide to effective classroom management†. Pretoria: Van Schaik. McInnes-Wilson Lawyers. In: Rossouw, J. P. 2004. â€Å"Where education law and sport law meet: the duty of care of the educator-coach in South African schools† North-West University, Potchefstroom Campus. SA-Educ JOURNAL Volume 1, Number 2, pp. 28-40. Pianta, R. C. , 1999. Enhancing Relationships between Children and Teachers. Washington, D. C. : American Psychological Assn. In â€Å"Forming positive student-teacher relationships† [Online] Available: http://www. edu. niu. edu/~shumow/itt/StudentTchrRelationships. pdf Rossouw, J. P. 2004. â€Å"Where education law and sport law meet: the duty of care of the educator-coach in South African schools† North-West University, Potchefstroom Campus. SA-Educ JOURNAL Volume 1, Number 2, pp. 28-40. Smith F 2002. Liability for coac hes and school authorities in school spo rt. MW Education Update. Brisbane: Tom. S. 2008. â€Å"Motivate Your Learners with These 5 Simple Tips† [Online] Available: http://www. articulate. com/rapid-elearning/motivate-your-learners-with-these-5-simple-tips/