Reflection of Independent Learning in the Classroom

Reflection of Independent Learning in the Classroom Reflecting on the approaches around the development of pupils independent learning and evidence and evaluate application in the classroom. Independent learning is when pupils set goals, monitor and evaluate their own academic development, so they can manage their own motivation towards learning (Mullings 2015). After looking into the research, one of the determining factors when it comes to independent learning, is getting a child to work on their own, with minimal direction and confidence. As I want my pupils to be able to manage their own learning and make independent decisions, I need to take a back seat and critically think about whether or not I need to intervene. Depending on the circumstances and the appropriateness of the situation, I will need to judge the relevance of my scaffolding, give students options and choices to encourage independency, and allow them to take responsibility for their own learning by also offering effective formative feedback. However, this cannot be done until I establish where they already are in their learning and how they actually learn. Knowing a childs zone of proximal development, will enable me to intervene at the most appropriate and effective stage. As Vygotskys theory implies, it is what a child can achieve by themselves and what they can achieve in collaboration with others (Vygotsky, 1978). According to Haring and Eastons instructional hierarchy (Fig 1), there are four phases of learning (Haring et al., 1978).   Ã‚   Fig 1. Most of the children I get to support are either at the acquisition stage or at the halting fluency stage, which determines the type of intervention they receive. Even if the intervention is set in line with the pupils ZPD, there is no guarantee that their work is appropriately differentiated back in the classroom, leading to a zone of anxiety. When I deliver Mind-the-Gap tutoring, the pupils I work with are at the acquisition stage and lack confidence. With sessions of repetitive practice and instructional techniques I am able to build upon their accuracy. I then focus on training the pupils to become more fluent. This is supported via precision teaching (e.g. times-tables) constant encouragement and instructional feedback to aid their self-motivation. Once the fluency is achieved and being maintained, I need to ensure it is being applied back in the classroom. The focus is then teaching them how to either apply the skill into meaningful contexts or not to confuse it with other similar skills. Finally, pupils can then be scaffolded on how to know how to adapt the target skill to and apply it to new challenges and situations. Communication is paramount and teamwork essential to ensure work is set at the right level by the teacher and that the newly acquired skills are being uitilised. the teacher should work closely with th e TA to planinterventions to how they can be linked to classroom teaching (SEN Code-of-Practice 6.52). I have started to introduce additional resources, such as a math mat and progressive success criteria to help promote independency. If successful, I will suggest it to other support staff within my year group, with the view to it being rolled out to all. I will need the full support of the SENCo and SLT to make sure this is consistently implemented. Carol Dweck deals with the theory that people view their intelligence in one of two ways; fixed and growths mindsets (Fig 2). Her findings also show that, rather than focusing on intelligence and innate achievement, it is far more important to reward effort, creative strategies, and perseverance. Becoming is better than being (Dweck 2006).    Fig 2. Upon reflection, I observed two children from the perspective of determining what type of learner each child was (Appendix 1). Initiating the change of learned helplessness to that of self-scaffolding with the SEN child will not happen overnight. I always aim to support pupils to become more independent. Van de Pol implies a key principle of scaffolding on which a TAs role should be based, is fading to develop the independence of the learner by reducing support and hand over responsibility to the child (Van de Pol et al., 2010). This is a strategy I have started to use with the pupils I work with, alongside roaming and roving around the classroom. My intention is purely to divorce myself from their learned attachment and their needing constant reassurance. I want them to adopt the concept of being able to assess what they can do independently first, before I intervene at the appropriate level (Fig 3). Blatchford defines the heuristic role as using a method of teaching that encourages learners to discover solutions for themselves (Blatchford et al., 2012). Fig 3. If there is any uncertainty, I encourage my pupils to ask a partner, throw their question out to the rest of the table or see what resources are available to help, before even thinking about asking an adult. Even then, I need to be aware of my questioning techniques. The more open ended questions that are asked, then the more emphasis is redirected back onto the pupil to provoke their own critical thinking skills. The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). Fig 4. Using Blooms Taxonomy questioning for critical thinking as a bench mark (Fig 4), I have tailored a more child friendly set of questioning cards as a pupil resource, helping to build upon their dialogic talk. I plan to share these with other support staff, with SLTs approval. Additionally, my school has implemented Talk 4 Learning strategies, which although at the early stages, have started to have a positive effect. Within one year group I observed, children were only provided with a learning objective and modelled WAGOLL. This seemed to be just enough to get by on with a majority of the class, but the lower attainers had no differentiated input, with the hope that the TA would offer that much needed support. The lower attainers had been given very little direction, so straight away looked to the TA for guidance. The TA aimed to guide the pupils through a series of open ended questions, praising when giving a correct answer. Some were prompted further with the aim of trying to refer back to previous lessons, but without the correct scaffolding and feedback little progress was made. John Hattie, famously analysed the effects of various educational innovations and methods and determined that feedback ranked highest, with an effect size of 1.13, whereas most innovations in schools sit around 0.4. Feedback needs to be formative to identify what pupils have achieved, what has been preventing them from achieving their learning goals and what they can do to improve further. It also needs to be progressive, done whilst pupils are still able to reflect upon the decisions they made. This can be effectively delivered when roaming and roving or fading in and out during a lesson, but after realising my own lack of informative feedback (appendix 2), I intend to ask SLT about CPD on feedback for TAs, as I see this as a needed area of improvement for us all. It has become quite apparent that processed success criteria is a much needed determiner when it comes to initiating the first stages of independent learning for the SEN child. I have recently been given a small group of lower attaining students to support with their maths work. After observing how these children were faltering when working their way to achieving the learning intention (appendix 3), I have now started to use process success criteria to help plug the gaps within their learning, which has been hindering achieving their overall objective. I not only aim to help break down their steps to success in written format but also where applicable, visually (Fig 5). Fig 5. So far, this has proved a successful strategy and has been fully embraced by the pupils, as they are now actively making progress independently, albeit resource supported. I will be trialing this as part of their assessment for learning, as success criteria should be linked to the learning, not the activity. Introducing AFL sheets will allow teachers to close the gap between current knowledge and new learning. Not only do they help clarify the learning objective and promote self-evaluation, they also act as a form of feedback. I have already liaised with an SLT member regarding the introduction of processed success criteria as a pre-requisite for all our lower attainers, to which he was in full agreement. Ironically, not long after our conversation, it was announced that as part of our high focus for this term that the school will be addressing how success criteria will be differentiated, so that they are appropriate for all children, and so that all groups make improved progress. It has been said that some people think that we have created a nanny state thats contributed to promoting fear of failure. John Cridland states that the education system must better prepare young people for life beyond the school gates. We need to take a step back to see the big picture and create a system that better reflects how well a schools culture nurtures the behaviours and attitudes young people need. This cannot be judged by exam results alone (Cridland 2014). I do agree, however, my concern is, given the expanding national curriculum and the focus on increased testing as a way to measure both teaching ability and pupil progression, how can time be found for the implementation of such productive concepts. Schools need to build a stronger foundation and utilise their support staff appropriately. I gave a copy of my first assignment on the role of the TA, to a member of SLT. The feedback I received initially was that it was very informative and provoked food for thought, so mu ch so, he planned to take it along to the next SLT meeting. I eagerly await further comment. Appendix 1 A always relies on the support of an adult to supply her with the answers. The first thing that she does is to look directly to the supporting adult in the room to come and work with her, without even attempting any independent work. A will always try to copy from whoever sits next to her, lacks confidence and fears making mistakes. She has a firm fixed mindset of learned helplessness which has resulted in her reliance on being spoon-fed. Z is self-initiated and not afraid to make any mistakes. He can work independently or collaboratively within a group. Z draws upon prior learning His growth mindset allows him the confidence to persevere, seeing any setbacks as a mini hurdle he needs to overcome, choosing which learner disposition he takes on board to aid his learning. His positive attitude feeds his hunger for knowledge. Appendix 2 Recorded Conversation After a basic skills assessment of using visual arrays, mastery questions on applying the written grid method were required for their next steps in multiplication. E:Miss, Im not sure how to do the grid method. TA:So, written method. Same scenario, but we are not going to draw the arrays. What is the calculation? E:13 x 9. TA:OK. What do you need to do first? E:Break the 13? TA:How? E:Into place value. TA:Correct. Show me how youll do that. E:One 10 and three 1s. TA:Good. Now what? E:First you times 3 by 9, then 10 x 9. TA:OK, off you go. E:(writes) 3 x 9 = 27 and 10 x 9 = 90. TA:Good, now what do I do with those two answers? E:Add them together. TA:See. You know what to do. What do we need to remember when we use column addition? E:Make sure everything is in line. TA:Yes. We need to make sure our place value is aligned correctly. Well done! Reflection: Upon evaluation, I believe that I succeeded when it came to asking the appropriate open questions to provoke their own thinking, which helped them achieve their learning objective but evidently lacked the necessary more informative feedback the child deserved to understand their next target. I hope that I will be able to address this better after some directed CPD training. Appendix 3 Child Y LO: To use the grid method to solve multiplication word problems. SC: R U C S A C CAN DO CANT DO Understood what had to be done for step 1 of question. Chose correct operation. Partitioned numbers correctly on the grid. Did not know all of 4x table. Used times table grid in classroom. Aware that all the answers had to be added together. Addition calculation was written incorrectly. (pv not aligned) Able to calculate once prompted to use correct pv alignment. References Blatchford, P., Russell, A., Webster, R. (2012) Reassessing the impact of teaching assistants: How research changes practice and policy. Oxon, UK: Routledge. Blooms Taxonomy Available at: http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf Accessed: 1 January 2017. Cridland, J. (2014) Available at: http://31.222.129.40/media-centre/the-point/2014/07/jcs-education-blog/ Accessed: 07 December, 2016. Dweck, Carol S. Mindset: the new psychology of success New York: Random House, 2006. Haring, N.G., Lovitt, T.C., Eaton, M.D., Hansen, C.L. (1978). The fourth R: Research in the classroom (pg 23-40). Columbus, OH: Merrill. Hattie, J., Timperley, H. (2007). The Power of feedback. Review of Educational Research Mullings, C. (2015) Available at: http://blog.irisconnect.co.uk/9-tips-for-encouraging-students-to-become-independent-learners/ Accessed: 12 December, 2016. SEND Code of Practice (2015) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf Accessed: 26 December, 2016. Van de Pol, J., Volman, M., Beishuizen, J. (2010) Scaffolding in teacher-student interaction: a decade of research. Educational Psychology Review, 22, 382-296. Vygotsky, L.S. (1978) Mind in society: The development of the higher psychological process. Cambridge, MA: Harvard University Press.

Plaza the logistics of Zaragoza Essay

The uncertainty in demand is reflected in the reorder point and safety stock. The more the variability in demand the higher will be the reorder point and the safety stock. A higher deviation in demand would directly affect the safety stock levels required at the warehouses and hence increase the inventory carrying costs. This increase would then affect the overall costs. Using our excel model, If we increase the standard deviation of annual demand from 10,000 to 32,000, the overall costs for Rotterdam become higher than those of Zaragoza. Similarly, varying the service life has an impact on the total cost as it controls the safety stock which in turn controls the inventory holding cost. Hence, as the service life increases to a higher value the cost of option 2 (Zaragoza) will be lesser than option 1. Cost of the product As the cost of the product increases the inventory holding cost increases increasing the total cost. So Zaragoza as has a better cost advantage over Rotterdam option. In our excel model, plugging a product cost of 295 Euros (E 47 and F 47 cells), keeping all other parameters unchanged makes Zaragoza a better cost option. So it is a factor to be considered. Recommendations Based on our above analysis, we recommend the following to the CEO of Zaragoza Logistics Park (Who should they try to sell their idea/option) Zaragoza should target customers with high number of units/TEU They should target customers with high product costs They should target customers whose demand uncertainty is high They should target customers with high annual demand rates They should target customers who have preference for high service rates Plaza is also an educational center for logistics while Rotterdam is a just a logistics park. Zaragoza should try to educate the customer about the supply chain benefits of associating with a world class logistics research center Plaza is a government backed firm – they should use this factor to instill more confidence in the customer over a private firm like Rotterdam option

Childhood Obesity Research Essay - 750 Words

Childhood Obesity In the last hundred years, childhood obesity has gone from nearly nonexistent, to something we deal with each and every day (Larson, June 2010). In just the last decade however, it has tripled. Seeing children running in their yards used to be something normal, but now, it is something rare. Instead, 25% of our children are watching over 4 hours of television a day. Childhood obesity has become more common over the years, and it is only going to continue. Becoming involved with your children, and encouraging them to exercise will reduce their risk. There are multiple causes of obesity in children, some are things they can’t help; such as genetics, or their families having a low income. Others, are lifestyle habits†¦show more content†¦Be a role model, join your kids in a game of soccer or football. Also, do your part by limiting screen time to a maximum of two hours per day. Sitting around a television is only burning around 60 calories per hour, yet playing a game of soccer can burn as much as 500(Johnson, September 2009). Developing healthy habits, such as a proper diet and exercise, can lower the risk of accumulating obesity related health conditions later in life. Childhood obesity has both short and long term health effects. Obese youth are more likely to develop health conditions such as cardiovascular disease, high cholesterol or blood pressure, and prediabetes. Prediabetes is a condition where blood glucose levels show a high risk for development of diabetes (Gavin, September 2010). Children who are obese are also at a greater risk to develop bone and joint problems, sleep apnea, and social and psychological problems such as poor self esteem. Children who have developed obesity as early as 2 years of age are likely to develop into obese adults. Obese adults are at risk for even more health conditions, such as heart disease, type 2 diabetes, stroke, osteoarthritis, and several different varieties of cancer. In 2008, more than 1 third of t he children and youth in America were overweight or obese (Wolfenstetter, 2010). Involving your children in your work out routines, when you take your animals out for walks, or lettingShow MoreRelatedResearch Proposal on Childhood Obesity Essay example979 Words   |  4 PagesHealth Risk Due to Child Obesity Ashley Jenkins ENG 122 English Compositions II Instructor: Renee Gurley February 28, 2011 Health Risk Due to Child Obesity Child obesity is a condition characterized by the child having too much fat in the body to an extent of his or her health being in danger. In adults, it could be described as a state of having a body mass index of more than thirty (Paxon, 2006). Parents feeding them with too many calories bring about obesity in children. 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Obesity has various medical risks that are related to obesity in children including type 2 diabetes, cardiovascular diseases, sleep apnoea, asthma, dyslipidaemia, metabolic syndrome, orthopaedic complications, and a reduced life expectancy. Health promotion to combat childhood obesity is therefore needed to prevent childhood obesityRead MoreChildhood Obesity And The Health Of New Zealanders Essay1641 Words   |  7 Pagesconcerning health issues are on the rise (Ministry of Health, 2014). Childhood obesity is one of these. In the last ten years, childhood obesity incidence has risen dramatically with one in nine children being obese (Ministry of Health, 2013). Obesity is defined as an individual who is excessively heavy and has a body mass index over 30, calculated by the individual’s weight and height (Mosby, 2010). Childhood obesity has a direct correlation to increased incidence of heart disease, hypertension

My Internship With The Mesa County Valley School District 51

Through my internship with both the Mesa County Valley School District 51, as well as Family Health West’s Pediatric Rehabilitation, I have learned a vast amount about occupational therapy. I have learned about its importance and its necessity, as well as the array of ways it can help individuals in need. I have also gained countless experiences that I am very thankful for. Additionally, I have accomplished all of the goals I sought to when starting this internship with leaps and bounds. I helped with many tasks and projects, I accomplished challenging, but realistic, responsibilities, I developed professional competencies needed for a future job as an occupational therapist, I utilized the knowledge of the professionals I worked with, I applied the knowledge that I learned in the classroom and I gained an understanding of the qualifications, knowledge, skills, and duties involved in occupational therapy. In my time at the internship I have gained many experiences that I will always value. I have worked with a variety of patients, although all children. They ranged in a disabilities and syndromes. I have seen children with autism, intellectual disabilities, developmental delays, cerebral palsy, dyslexia, Down syndrome, Torticollis, premature infants, pediatric feeding disorders, and numerous others. Each child has been unique in their self as well as how occupational therapy aided them. Each treatment plan was different and I learned much for their variance. In additionShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesDeveloping, and Retaining Diverse Employees 56 †¢ Diversity in Groups 58 †¢ Effective Diversity Programs 58 Summary and Implications for Managers 60 S A L Self-Assessment Library What’s My Attitude Toward Older People? 40 Myth or Science? â€Å"Dual-Career Couples Divorce Less† 47 An Ethical Choice Religious Tattoos 51 glOBalization! Images of Diversity from Around the Globe 54 Point/Counterpoint Men Have More Mathematical Ability Than Women 61 Questions for Review 62 Experiential Exercise Feeling Excluded

The Effects On Relationships From Social Media - 1171 Words

Kayla Joseph Rebecca Mitchell English 603-HSZ-VA May 9, 2017 The Effects on Relationships from Social Media Social media is incorporated in our everyday lives. It is used mostly to stay connected with friends, family and the media world in general, but sometimes, it is used in different ways in such it can have an effect on relationships. The issue about social media and relationships is that it can cause a lot of issues such as disloyalty, trust issues, etc. It is much easier to cheat on your partner nowadays as it is easy to simply erase all kinds of evidence social apps. An important concept to keep in mind however is that the contributing factors have changed over the years, and that is why it needs to be researched every few years or†¦show more content†¦In this article, 8 studies were done by interviewing students in relationships. Based on these studies, in 5 out of the 8, 62.5% revealed how their online affairs, flirting online, etc caused great damage in their relationships (Cooper et al., 2004; Parker Wampler, 2003; Schneider, 2000a, 2000b, 2003; Underwood Findlay, 200 4). Based on these results, it is heavily revealed how much of a strong alliance there is between the use of technology and relationships. It seems to be that relationship partners whom use social apps more or just the internet in general are more likely to be the ones whom cheat on their partners the most opposed to partners that are not as addictive. Thirdly, in Betty-Ann Cyr, Steven L. Berman and Megan L. Smith’s article â€Å"The Role of Communication Technology in Adolescent Relationships and Identity Development†, it concludes the use of cell phones and social media to communicate with partners had high levels of association with pressure, distress, being overly careful in dealing with their significant other, and mostly, a lot of intense anxiety. In a second article, it revealed how one’s self and relationship problems was associated with how partners interact with one another. As mentioned before,Show MoreRelatedThe Effect of Social Media on Relationships1718 Words   |  7 Pagesï » ¿The Effect of Social Media on Relationships New communication technologies are changing the lives of everyone around the world, including the way people foster relationships. Yet, from Psychology Today to The New York Times editorial page, everyone is weighing in on the harmful effects of social media on relationships. 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Distance Time Walking Relationship Experimentation Free Essays

Physics Lab Report Distance Time Walking Relationship Experimentation For Mr. Williams SPH3U1-02 Sept. 13/10 Written by: Dong Chang, Gloria Chan, Sanjay Tanirige, and Waleed Shehzad Image credits Distance Time Walking Relationship Experimentation Purpose The purpose of this experiment is to determine the amount of time in seconds that it takes to walk a distance of 84 metres on the running track. We will write a custom essay sample on Distance Time Walking Relationship Experimentation or any similar topic only for you Order Now In addition, the person that is the most reliable to perform this test will have to be determined. Hypothesis We hypothesize that it will take approximately 103. 7 seconds to run the 84 metre of track by an average person. This value was derived from the average time that it takes to walk one metre from the person with the most average walking speed out of the group. Procedure Materials and Apparatus: †¢ Metre Stick †¢ †¢ Method Part A: Finding most reliable walker 1. Place the metre stick on a sufficient space on the ground with some distance before and after it. Let the zero metre mark be the origin. 2. Start walking some distance before the origin (in the negative x-axis area). When the person’s stride is over the origin, the stopwatch is started. The person will keep on walking and maintain the same speed and heading with no acceleration until they have walked some distance past the 1 metre mark. Stop the stopwatch once the person’s stride is over the 1 metre mark. 3. Record the time that it takes to perform the action of walking 1 metre. Repeat Step 2 two more times so that you have three trials. Find the average time that it took the person to walk the 1 metre. 4. Repeat Steps 1-3 for each member of the roup. 5. Find the average that it takes for all members of the group to walk 1 metre by adding their averages and dividing by the amount of people in the group. Stopwatch with accuracy of 1/100 seconds Pre-marked area 84 metres long Distance Time Walking Relationship Experimentation 6. The person that has the closest personal average to the group average will be the most reliable walker for the group. Part B: Finding the time that it takes t o walk 84 metres 1. Mark the 84 metre track with the start and the finish. 2. Using the most reliable walker found in Part A, start walking some distance before the start line in order to achieve a constant velocity and have zero acceleration. Start the stopwatch when the person’s stride is over the start line, and stop the stopwatch when the person’s stride is over the finish line. 3. Record the time that it takes the person to walk the 84 metre length of track. Observations Record of the amount of time in seconds for a person to walk one metre. Walker Time 1 (seconds) 0. 90 0. 93 1. 08 1. 28 Time 2 (seconds) 1. 23 1. 16 1. 10 1. 08 Time 3 (seconds) 1. 6 1. 16 1. 18 1. 18 Time Average (seconds) 1. 13 1. 08 1. 12 1. 18 Dong Chang Gloria Chan Sanjay Tantirige Waleed Shahzad Therefore, the total average of everyone’s time to walk one metre is: (1. 13s+1. 08s+1. 12s+1. 18s)/4 =4. 51s/4 =1. 275s ?1. 3 seconds The person with the closest personal average is Dong Chang, with an average time of 1. 13 seconds. Therefore, he is the most reliable to run the test. Distance Time Walking Relationship Experimentation The average time of the most reliable person to walk one metre. Walker Dong Chang Time (seconds) 1. 21 1. 37 1. 19 1. 5 1. 17 1. 28 1. 18 1. 12 1. 21 1. 25 Therefore the average of the time to walk one metre is 1. 233 seconds. To estimate the time it takes to walk 84 metres: Let x be the estimated time to walk 84 metres x=time*distance x=1. 233 seconds * 84 metres x=103. 572 seconds x ? 103. 57 seconds Therefore we estimate it would take 103. 57 seconds in order to walk 84 metres. Actual result of test to walk 84 metres: 106. 75 seconds Distance Time Walking Relationship Experimentation Percent Deviation of Test [(experimental value – theoretical value)/theoretical value] * 100% [(106. 5s-103. 57s)/103. 57s]*100% =(3. 18s/103. 57s)*100% ?3. 07% Therefore the deviation is 3. 07% away from the hypothesis. Percent Difference of Trials (maximum difference in measurement)/average measurement * 100% [(1. 37s-1. 12s)/1. 233s]*100% =(0. 25s/1. 233s)*100% ?20. 3% Therefore the difference between the trials was 20. 3% Analysis 1. a) How did you choose the walker? We first had each person walk 1 metre three times each and timed them. An average time was assigned to each person based on their performance. Then we found the average that it takes for all members of the group to walk 1 metre by adding their personal averages and dividing by the amount of people in the group. The person that has the closest personal average to the group average will be the most reliable walker for the group because they are the most average. b) How did you design your classroom trials? We placed the metre stick beside the straight surface of the wall so that the walker can walk perpendicular to it as to not have any change in direction while conduction the trials. We set the 0 metre point of the ruler as the origin, and that was where we would start timing and we set the 1 metre point to where we would stop timing. The walker would start walking before the origin so they can maintain a constant velocity and have zero acceleration. When their stride is over the origin, we would start timing, and then their stride Distance Time Walking Relationship Experimentation is over the 1 metre mark, we would stop timing. We did this three times each for every group member to find who was the most reliable walker, and ten times more for the most reliable walker. . a) How did your classroom trials approximate the final verification? Our classroom trials help us obtain a proper hypothesis that was extremely close to our final test during the final verification. By using mathematical models and calculations with real world small scale measurements, we were able to predict the outcome of the experiment down to approximately 3% off. However, such trials seem mundane for such a low scale experiment which would probably have been done a lot faster if the final verification was done earlier. ) Who was the most reliable walker? Why? Dong Chang was the most reliable walker because his personal average time to walk 1 metre of distance is the closest to the group’s total average to walk 1 metre. On average, the total group took 1. 275 seconds to walk 1 metre, with Dong’s time of 1. 30 seconds average the closest. 3. a) How accurate was your estimate? Our estimate was very accurate and only presented a 3. 07% deviation (see observations for calculations) from the final verification time. b) Area your results reliable to science? Our results are reliable to science due to the good design of our trials and experiments. We had a 3. 07% error, which is less than the 5% that would deem our results acceptable to science. Conclusion In physics, motion is a change in location or position of an object with respect to time. In this experiment, the walker exerts motion in order to change their position down a track. We were able to estimate the amount of time that it takes one to travel a certain distance with a set of scaled down trials. Distance Time Walking Relationship Experimentation How to cite Distance Time Walking Relationship Experimentation, Essays

Church Dwight Time to Rethink the Portfolio free essay sample

Summary statement of the problem: Church Dwight Co. Inc. is a 160 years old company that has been working to build a market share on a brand name that is rarely associated with its name. In spite of having this status in the eye of consumers its product can still be found among several consumer products in 95% of all U. S. households. Because of its rapid growth brought by its several acquisitions it is now facing new challenges. It must now rationalize the firms expanded consumer products portfolio of 80 brands into the existing corporate structure while continuously seeking new opportunity for growth. Another issue that is evident is how will the company’s small size be able to compete for market share with its giant competitors both domestic and international market. 2. Summary statement of the recommended solution: The issues that the Church Dwight Corporation face is not an easy task for its board and management. We will write a custom essay sample on Church Dwight: Time to Rethink the Portfolio or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The expanded consumer products should contribute to the continuous and steady growth of the company by retaining products that generates more revenues. Penetrating international market and removing barriers such as transportation cost will gain a competitive edge against the giant players in the market. B. THE SITUATION The Church Dwight Corporation a was founded 160 years ago and became the world’s largest producer and marketer of sodium bicarbonate-based products in United States. Although its name was not popular one, its products can be found in variety of consumer products 95% of all U. S. households (Wheelen Hunger, pp. 35-2). It has many core product carrying the brand name ARM HAMMER. The ARM HAMMER baking soda became a fundamental item on the pantry shelf because of its several uses other than baking (Wheelen Hunger, pp. 35-2). It can be used as a dentifrice, chemical agent to absorb or neutralize odors and acidity, a kidney dialysis element, a blast media, an environmentally friendly cleaning agent, a swimming pool pH stabilizer, and a pollution control agent. The company has gained a steady growth over the years and was able to expand several consumer products. They were able to have several company acquisitions due to its huge revenues over the years. But Church and Dwight just like other companies face several challenges along the way. A challenge against leveraged buy-outs and hostile takeovers is eminent. It is also experiencing head on collision with giant competitors such as Procter Gamble and Colgate-Palmolive. In spite of all of these challenges it transformed into much larger competitor not only across a broader range of products but also in geographic territory. Because of this, the company in order to maintain its continuous growth in both domestic and international arena needs to have the best strategy at their side. Author: Cook, Roy A. pp, 35-1