Preparing a Dynamic Lesson Plan in Education

A lesson plan is a detailed description of the individual lessons that a teacher plans to teach on a given day. A lesson plan is developed by a teacher to guide instruction throughout the day. It is a method of planning and preparation. A lesson plan traditionally includes the name of the lesson, the date of the lesson, the objective the lesson focuses on, the materials that will be used, and a summary of all the activities that will be used. Furthermore, lesson plans provide a terrific set of guidelines for substitute teachers. Lesson Plans Are the Foundation of Teaching Lesson plans are the teachers equivalent of a blueprint for a construction project. Unlike construction, where there is an architect, construction manager, and a myriad of construction workers involved, there is often only one teacher. They design lessons with a purpose and then use them to carry out the instruction to construct skilled, knowledgeable students. Lesson plans guide the daily, weekly, monthly, and yearly instruction within a classroom. Dynamic lesson planning is time-consuming, but effective teachers will tell you that it lays the foundation for student success.   Teachers who fail to put in the proper time to plan accordingly short change themselves and their students. The time invested in lesson planning is well worth any investment as students are more engaged, classroom management is improved, and student learning naturally increases.   Lesson planning is most effective when it is focused on the short-term while always being mindfully aware of the long term.   Lesson planning must be sequential in building skills. Primary skills must be introduced first while eventually building to more complex skills.   In addition, teachers should keep a tiered checklist allowing them to keep track of what skills have been introduced to give them guidance and direction. Lesson planning must be focused and tied to district and/or state standards. Standards simply give teachers a general idea of what is supposed to be taught. They are very broad in nature. Lessons plans must be more specialized, targeting specific skills, but also including the methodology for how those skills are introduced and taught.   In lesson planning, how you teach the skills is as important to plan as the skills themselves. Lesson planning can serve as a running checklist for teachers to keep track of what and when standards and skills have been taught. Many teachers keep lesson plans organized in a binder or a digital portfolio that they are able to access and review at any time.   A lesson plan should be an ever-shifting document that teacher is always looking to improve upon.   No lesson plan should be viewed as perfect, but instead as something that can always be better. Key Components of a Lesson Plan 1. Objectives - The objectives are the specific goals that the teacher wants students to obtain from the lesson. 2. Introduction/Attention Grabber - Every lesson should start with a component that introduces the topic in such a way that the audience is drawn in and wants more. 3. Delivery - This describes how the lesson will be taught and includes the specific skills students need to learn. 4. Guided Practice - Practice problems worked out with assistance from the teacher. 5. Independent Practice - Problems a student does on their own with little to no assistance. 6. Required Materials/Equipment - A list of materials and/or the technology needed to complete the lesson. 7. Assessment/Extension Activities - How the objectives will be assessed and a list of additional activities to continue to build on the stated objectives. Lesson planning can take on a whole new life when.......... teachers include opportunities for differentiated instruction. Varying instruction according to strengths and weaknesses is essential in todays classroom. Teachers must account for this in their planning to ensure that each student is getting what they need to grow.teachers create lessons plans that include cross-curricular themes. Components such as math and science may be taught in conjunction with one another. Art or music elements may be included in an English lesson. A central theme, such as weather may be used to across all content and curriculum.teachers work together to create lesson plans as a team.   The melding of the minds can make lesson plans more effective and can save time for everyone involved.

Character Analysis Of Il Dottore - 752 Words

Commedia dell’ arte translates to â€Å"comedy of the professional players† was introduced in Italy during the sixteenth century. Commedia usually contains eight stock characters (stereotypical fictional characters), one of these stock characters is Il Dottore which translates to â€Å"the doctor†. During the sixteenth century a â€Å"Dottore† was someone who studied each subject and had great knowledge upon it. In Commedia, the doctor claims to know everything and is able to give advice but, he ignores the knowledge of others and talks on about the things he thinks he has knowledge on. Since Il Dottore is a man of wealth and â€Å"knowledge†, he is dressed in a scholarly robe that is usually all black and goes to his ankles with a round white collar. The†¦show more content†¦He does not have much of a function on stage but, he does attempt to help the protagonist but, fails to do so. Another portion of his character is his social status, which is, upper class because he is considered, â€Å"educated† and wealthy. Il Dottore social status allows him to be considered as one of the â€Å"masters†. When someone is a â€Å"master† they are treated with respect and formality from other stock characters. As an example, a Brigella (highest ranking servant in Comedia) would speak in more of a formal tone when he/she approaches Il Dottore versus when a Brigella speaks with a Zanni (lowest class) where a they would speak to him casually and possibly use more of a demeaning tone towards a Zanni. This hierarchy of characters is still common in modern day theater and television. Commedia dell’arte is form of theater that has been used for hundreds of years and is commonly seen in twentieth and twenty first century playwrights. One example is from the American television show, M*A*S*H where Major Frank Burns, played by Larry Linville. Linville’s character fits the description of Il Dottore because Major Burns is wealthy, thinks he is an expert surgeon and is addressed in a formal matter by his under ranking officers (except Pierce and McIntyre). He also usually makes grand facial expressions and talks with his hands in order for the otherShow MoreRelatedCommedia DelArte - Character Analysis and Traits of Pantalone, IlCapitano and Il Dottore.1521 Words   |  7 PagesPANTALONE: Pantalone is of top pecking order. He is wealthy and controls the finance in the character world of commedia, therefore his orders are usually obeyed by all. He is the father of Isabella. He wears dark colours of black, grey and red; dynamic Pantaloons, tight-fitting long red trousers or red breeches and stockings, a short tight-fitting jacket, a loose long black cloak with plain sleeves, red-woollen skull-cap and yellow turkish slippers. He is lean and scrawny and often short in stature

Record keeping Free Essays

Record keeping is an essential element without which it would be impossible to ascertain many important factors integral to the teaching and learning process. How a learner is progressing, whether they attended classes, whether any significant risks were posed by medication, health and safety or by a prospective new teacher, whether an establishment was providing the services it was being paid to and many other important aspects would be impossible to establish without records being kept. Many of the records mentioned above are required by law to be kept complete and organised, not just for the period of the person’s participation within the college, but for a number of years well beyond the pupils or teachers involvement. We will write a custom essay sample on Record keeping or any similar topic only for you Order Now For example; accident books or records must be kept for 3 years after the last entry, wage or salary records for a minimum of 6 years, some medical records for 40 years after their last use and some Health and Safety Assessments are recommended to be kept permanently. Access to personnel records and the Data Protection Act  Virtually all records now come under the jurisdiction of the Data Protection Act 1998 (DPA). This Act defines UK law on the processing of data on identifiable living people. It is the main piece of legislation that governs the protection of personal data in the UK. The Act applies to most personnel records, whether held in paper, microform, or computerised format. Computerised systems are covered by the law, as are certain manual systems: to be covered, manual systems must be organised into a ‘relevant filing system’. Even manual filing systems in existence before 24 October 1998 when the DPA came into force are now required to comply fully with the Data Protection Directive. Subject to certain exceptions (as detailed in Schedule 7 of the Data Protection Act 1998) employees have the right to access their records and the employer is under an obligation to ensure that the data is accurate. Records kept by Tutors In Reflective Teaching, Pollard (2006) states: ‘There are two basic types of record which teachers have to keep: those relating to class and college organisation and those relating to the assessment of pupil progress. Some of the records kept for the purpose of class and college organisation include: pupils medical records, tutor supervisions, contact hours for funding, accident books, criminal record checks, financial records such as wages, college accounts or budgets etc, the Continuous Professional Development (CPD) of tutors, reflective learning journals, equal opportunities monitoring, risk assessments, health and safety audits and quality improvement plans to name but a few. Records relating to the assessment of pupil progress may include: those of achievements such as exam scores etc, attendance records, safeguarding, disciplinary, incident reports, therapy hours, photographic evidencing, individual learning plans, transition passports and annual reviews. Accurate records taken throughout a course enables both tutor and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. Records indicate whether pupils have learnt what has been taught and are making sufficient progress with the course; who needs more help or is ready for more extensive work by assessing better or worse progress than expected; and whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where teaching needs to be strengthened. How to cite Record keeping, Essay examples Record Keeping Free Essays Leander Picton Course Pttls Good record keeping The importance of accurate record keeping assists in establishing a reliable source of data for each client. The initial collation of client data such as diagnostic results and initial assessments provide the supportive information required for the preliminary development of an individuals learning programme. Initial and referral assessments provide an insight into a client’s previous learning experience, prior achievement, expectations and any learning difficulties which require consideration when preparing a lesson. We will write a custom essay sample on Record Keeping or any similar topic only for you Order Now Using these assessments a personal development plan can be implemented and used for reference and the recording of a client’s progression providing a diverse source of data for a tutor to draw upon when preparing for a client review. The recording of diagnostics results, learning style questionnaire and academic work allows a tutor to inform a client of their progression and where and how their learning and performance can be improved and identify a client’s aptitude and ability for a particular learning style.Continuous maintenance and regular review of these records is vital to evaluate a client’s progression and provide positive encouragement and direction. These records provide a means to recognise further learning and development requirements and aid in the structure of assignments which are challenging but achievable accommodating the client’s specific learning abilities and meeting the client’s expectations and aspirations.The continuous maintenance and regular review of client documentation must undoubtedly contribute in sustaining a level of quality and commitment in providing a clear and constructive learning experience for all clients and ensure contractual agreements are m et. As collation and recording of data is a regular necessity for a learning centre the data protection act provides assurance to clients by setting out clear and concise guidelines for the processing and storage of an individual’s details. Personal data must be adequate, relevant and not excessive in relation to the purpose for which they are to be processed.They must be fair and lawful and it must be transparent about how the data is intended to be used. Reviews are an integral part of the process for recording and monitoring academic achievements, progression, behaviour, a client’s wellbeing and for the evolution of the learning centre and tutors. They are crucial in the delivery and collection of tutor and client feedback and it is therefore, essential reviews are held regularly and command an importance within the learning program impressing on the client the commitment of the learning centre.Reviews must be held in a confidential environment and be transparent as to encourage open and honest communication from both parties when providing feedback, informing the client of their academic progression, encouraging a positive change in behaviour and supportive with development programmes. The client must be clear on the tutor’s expectations and what academic progression is required. Feedback should be given with care and attention to standards of respect for diversity and equality.The reviewer must facilitate the meetin g and in achieving this goal should consider using a variety of methods in the delivery of feedback. This could be achieved by discussing a client’s work folder, interests and dislikes, achievements and barriers, discussing previous tasks set and setting new tasks, creating mind maps, tables for long and short term goals, explanation of performance charts and the clients own self assessment. The alternations of visual reference data provides for both client and tutor an understanding of the feedback being delivered and engages with the client on specific topics.The conclusion of a review must include the encouragement of the client, with the guidance of the tutor, in setting a number of SMART targets and provide initial steps to developing academic goals. A personal development plan must be agreed by both client and tutor and dates set to review individual tasks and overall progression.Reference: ‘Importance of Recordkeeping’ by Steve Glenn www. back. ac. uk/learningandteaching www. ico. gov. uk How to cite Record Keeping, Papers

Laughter In Austen Essays (1554 words) - Fiction, Literature

Laughter In Austen Sense of Humor ?It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife.? What we read is just the opposite; a single woman must be in want of a man with a good fortune. In this first line of Jane Austen's Pride and Prejudice we are at once introduced to language rich with satire. The comic tendencies displayed in the novel's language introduce a theme very important to the novel?the character's laughter and their attitudes towards laughter as an index to their morality and social philosophy. Beginning with Darcy's opinion, expressed early in the novel, that Miss Bennet ?smiled too much,? attitudes towards laughter divide the characters. Most obviously Darcy, all ?grave propriety,? is opposed to Elizabeth, who has a ?lively, playful disposition, which delighted in anything ridiculous.? We tend to consider Elizabeth's position the normative?more closely aligned with modern theories of humor. She laughs at hypocrisy, vanity, pretension, the gap between statement and action, and between theory and practice. On the other hand, Darcy takes a conservative attitude toward laughter. His taciturn disposition and unwillingness to be the butt of mirth are clearly described. He tells those assembled in the Netherfield drawing room that ?it has been the study of his life to avoid those weaknesses which often expose a strong understanding to ridicule.? But the deficiencies of this view, evident enough in Darcy's own demeanor, are revealed in the parodies of it which appear in the novel . Everywhere in Pride and Prejudice, pompous gravity is laughed out of existence. In the absurdly formal utterances of a Mary Bennet or a Mr. Collins (neither of whom is ever known to laugh), Austen demonstrates that a total lack of humor has effects the reverse of what a situation demands. One example of this is in Mr. Collins' parody of the prodigal son in his letter of ?consolation? to Mr. Bennet on news of Lydia's elopement: ?Let me advise you?to console yourself as much as possible, to throw off your unworthy child from your affection forever, and leave her to reap the fruits of her own heinous offence.? Yet another example is Mary's formulaic response to the same event: ?we must stem the tide of malice, and pour into the wounded bosoms of each other, the balm of sisterly consolation.? The humor of these characters lies in their unawareness of the claims of spontaneity in certain situations. They can produce, instead, rote and ?institutional? responses. In fact, Mr. Collins adm its to Mr. Bennet that he arranges beforehand ?such little elegant compliments as may be adapted to ordinary occasions.? Elizabeth's attitude is very different. In an early conversation, she and Miss Bingley form a temporary alliance to poke fun at Darcy. Elizabeth desires to ?Tease him?laugh at him,? and to Miss Bingley's demure and pompous refusal cries: ?Mr. Darcy is not to be laughed at! That is an uncommon advantage, and uncommon I hope it will continue, for it would such a great loss to me to have so many such an acquaintance. I dearly love to laugh.? Elizabeth is a defender of banter as a means of proving the worth of a person or idea. And when Darcy later defends himself by pointing out that ?the wisest and best of men, nay, the wisest and best of their actions, may be rendered ridiculous by a person whose first object in life is a joke.? Elizabeth replies, ?Certainly there are such people, but I hope I am not one of them. I hope I never ridicule what is wise or good. Follies and nonsense, whims and inconsistencies do divert me, I own, and I laugh at them whenever I can.? When Darcy somewhat pontifically distinguishes between pride and vanity, ?Elizabeth turned away to hide a smile Yet another points in the novel, Elizabeth's view of humor does not prevail as laughter becomes, on occasions, everything the grave Darcy suggests it to be. Mr. Bennet, for example, employs his wit as an assertion of superiority required by his sense of defeat: ?For what do we live, but to make sport for our neighbours, and laugh at them in our turn No

Aplied Linguistics, L1 and L2 Essays

Aplied Linguistics, L1 and L2 Essays Aplied Linguistics, L1 and L2 Essay Aplied Linguistics, L1 and L2 Essay Reading Worksheet 1: Read the extract Applied Linguistics: An emerging discipline for the twenty-first century in your reading packs and answers the following questions: 1. On the basis of the information provided by Grabe, complete the following chart. Which conclusions can you draw regarding the scope of Applied Linguistics? Decade |Focus of Applied Linguistics | | |Insights of structural and functional linguistics that could be applied to language teaching and | |1950s |literacy in first and second language. | |Language assessment, language policies and second language acquisition ( focused on learning rather | |1960s |than teaching) | | |Real world problems rather than theoretical explorations: Language assessment, second language | |1970s |acquisition, literacy, multilingualism, language minority rights language planning and policy and | | |teacher training. Language teaching remains important. | | |Incorporation of many subfields beyond language teaching and language learning such as: language | |1980s |assessment, language policy and planning, language use in professional settings, translation, | | |lexicography, multilingualism, language and technology and corpus linguistics. | |Incorporation of more subfields and drawing on supporting disciplines: Psychology, education, | |1990s |anthropology, sociology, political science, policy studies, administration studies, English studies ( | | |rhetoric, composition, literacy) | 2. What is the central issue in Applied Linguistics? Has it changed in the same way as its scope? In a very general point of view, applied linguistics is focused on language-related real-life problems; but it hasn’t always been this way, back in the 50s, applied linguistics focused mainly in second and first language teaching and then it began to emerge as a genuine problem-solving enterprise. Late in the 90’s, applied linguistics led into the theoretical and empirical investigation of real world problems in which language is a central issue. So, upon the course of years, applied linguistics has developed into a more practical use of this one. 3. Why is Generative Linguistics not dominant in Applied Linguistics? Which are the competing approaches for linguistic analysis that are growing recognition, instead? Why are they preferred to the generative approach? 4. Why is interdisciplinary a defining aspect of Applied Linguistics nowadays? Because applied linguistics uses methods and insights of several established disciplines or traditional fields; it has acknowledge about other fields a part from linguistics and it crosses a wide range of settings follow. 5. Why do some scholars claim that Applied Linguistics is not a discipline? What is the author’s point of view? Why? Because they do believe that applied linguistics is too broad and fragmented that it demands expert knowledge in too many fields and that doesn’t have a set of unifying research paradigms. The author believes that applied linguistics can be considered a discipline much in the way that many other disciplines are defined. He explains that as several other new relatively new disciplines in academic institutions, applied linguistics has its core and periphery which can blur into other disciplines that can or not be allied with it. Read the extract An Overview of Applied Linguistics in your reading pack and answer the following questions: 1. How many different areas within AL are listed in the chapter? Which is the dominant one? 2. What is Authorship identification? 3. What is the Grammar-translation method? What is the Direct method? Which are the main problems with those methods? How long did they last? 4. When and why did Audiolingualism emerge? Was it successful? Why? 5. What replaced Behaviourism? Why? 6. What is the main argument for linguistic nativism? 7. What is communicative competence? 8. Describe the main focus of communicative language teaching. In which particular aspects of language use is it useful? Which is the main problem with this approach? What replaced it? 9. In which way(s) has computing technology provided useful insights in language description? 10. Why isn’t Chomsky’s notion of competence a proper object of study for Sociolinguistics?

Spinner Shark Facts (Carcharhinus brevipinna)

Spinner Shark Facts (Carcharhinus brevipinna) The spinner shark (Carcharhinus brevipinna) is a type of requiem shark. It is a live-bearing, migratory shark found in warm ocean waters. Spinner sharks get their name from their interesting feeding strategy, which involves spinning through a school of fish, snapping them up, and often leaping into the air. Fast Facts: Spinner Shark Scientific Name: Carcharhinus brevipinnaDistinguishing Features: Slender shark with long snout, black-tipped fins, and habit of spinning through water when feeding.Average Size: 2 m (6.6 ft) length; 56 kg (123 lb) weightDiet: CarnivorousLife Span: 15 to 20 yearsHabitat: Coastal waters of the Atlantic, Pacific, and Indian OceansConservation Status: Near ThreatenedKingdom: AnimaliaPhylum: ChordataClass: ChondrichthyesOrder: CarcharhiniformesFamily: CarcharhinidaeFun Fact: Spinner sharks dont eat humans, but will bite if they are excited by other food. Description The spinner shark has a long and pointed snout, slender body, and relatively small first dorsal fin. Adults have black-tipped fins that look as though they were dipped in ink. The upper body is gray or bronze, while the lower body is white. On average, adults are 2 m (6.6 ft) long and weigh 56 kg (123 lb). The largest recorded specimen was 3 m (9.8 ft) long and weighed 90 kg (200 lb). Spinner shark. Spinner sharks and blacktip sharks are commonly confused with each other. The spinner has a slightly more triangular dorsal fin that is further back on the body. An adult spinner shark also has a distinctive black tip on its anal fin. However, juveniles lack this marking and the two species share similar behaviors, so its difficult to tell them apart. Distribution Due to difficulty distinguishing between blacktip and spinner sharks, the spinners distribution is uncertain. It can be found in the Atlantic, Indian, and Pacific Oceans, with the exception of the eastern Pacific. The species prefers warm coastal water that is less than 30 m (98 ft) deep, but some subpopulations migrate into deeper water. Spinner shark distribution. Chris_huh Diet and Predators Bony fishes are the staple of the spinner sharks diet. The sharks also eat octopus, squid, cuttlefish, and stingrays. The sharks teeth are made for grabbing prey rather than cutting it. A group of spinner sharks chases a school of fish then charges it from below. A spinning shark snaps up fish whole, often carrying enough momentum to leap into the air. Blacktip sharks also employ this hunting technique, although it is less common. Humans are the spinner sharks primary predator, but spinner sharks are also eaten by larger sharks. Reproduction and Life Cycle Spinner sharks and other requiem sharks are viviparous. Mating occurs from spring to summer. The female has two uteri, which are divided into compartments for each embryo. Initially, each embryo lives off its yolk sac. The yolk sac forms a placental connection with the female, which then provides nutrients until the pups are born. Gestation lasts from 11 to 15 months. Mature females give birth to 3 to 20 pups every other year. Spinner sharks start reproducing between the ages of 12 and 14 and can live until they are 15 to 20 years old. Spinner Sharks and Humans Spinner sharks dont eat large mammals, so bites from this species are uncommon and not fatal. The fish will bite if provoked or excited during a feeding frenzy. As of 2008, a total of 16 unprovoked bites and one provoked attack were attributed to spinner sharks. The shark is valued in sport fishing for the challenge it presents as it leaps from the water. Commercial fishermen sell the fresh or salted meat for food, the fins for shark fin soup, the skin for leather, and the liver for its vitamin-rich oil. Conservation Status The IUCN classifies the spinner shark as near threatened worldwide and vulnerable along the southeastern United States. The number of sharks and the population trend is unknown, mainly because spinner sharks are so often confused with other requiem sharks. Because spinner sharks live along highly populated coasts, they are subject to pollution, habitat encroachment, and habit degradation. However, overfishing poses the most significant threat. The US National Marine Fisheries Service 1999 Fishery Management Plan for Atlantic Tunas, Swordfish, and Sharks sets bag limits for recreational fishing and quotas for commercial fishing. While sharks of the species grow quickly, the age at which they breed approximates their maximum lifespan. Sources Burgess, G.H. 2009. Carcharhinus brevipinna. The IUCN Red List of Threatened Species 2009: e.T39368A10182758. doi:10.2305/IUCN.UK.2009-2.RLTS.T39368A10182758.enCapape, C.; Hemida, F.; Seck, A.A.; Diatta, Y.; Guelorget, O. Zaouali, J. (2003). Distribution and reproductive biology of the spinner shark, Carcharhinus brevipinna (Muller and Henle, 1841) (Chondrichthyes: Carcharhinidae). Israel Journal of Zoology. 49 (4): 269–286. doi:10.1560/DHHM-A68M-VKQH-CY9FCompagno, L.J.V. (1984). Sharks of the World: An Annotated and Illustrated Catalogue of Shark Species Known to Date. Rome: Food and Agricultural Organization. pp. 466–468. ISBN 92-5-101384-5.Dosay-Akbulut, M. (2008). The phylogenetic relationship within the genus Carcharhinus. Comptes Rendus Biologies. 331 (7): 500–509. doi:10.1016/j.crvi.2008.04.001Fowler, S.L.; Cavanagh, R.D.; Camhi, M.; Burgess, G.H.; Cailliet, G.M.; Fordham, S.V.; Simpfendorfer, C.A. Musick, J.A. (2005). Sharks, Rays and Chimaeras: The Sta tus of the Chondrichthyan Fishes. International Union for Conservation of Nature and Natural Resources. pp. 106–109, 287–288. ISBN 2-8317-0700-5.

Ethics Reflection Paper Essay Example | Topics and Well Written Essays - 1000 words

Ethics Reflection Paper - Essay Example The stakeholders are any persons dealing with the company directly and indirectly from its work force, clients and the general public in which the organization operates. The organization ensures the development of ethical guidelines and standards, and its implementation followed by each and every member of the organization. This can be done through training and cultivation of an ethical culture, which would enable the satisfaction of each and every stakeholder. Good ethical principles in an organization increase customer satisfaction and retention translating into better financial standings at all times, with healthier profit margins. There is also better retention of employees and customer confidence from the public and regulatory authorities, which is suitable for business. High ethical standards can be achieved through strategic planning and development of an ethical oriented business culture. This is through training and reinforcement of ethical codes of conduct by policies and r egulations in an organization. Corporate social responsibility has become an integral part of the business organization strategic planning tool. ... CSR plays a crucial role in the long term premeditated setting up of a business in the recruitment and retention of competitive employees (Habisch, 2005). An exemplary corporate social responsibility policy that focuses on stakeholder satisfaction improves an organization’s perception by potential recruits and employees, which also boosts productivity and efficiency in organization operations. Strategic planning in managing potential risk from corruption, health scandals and environmental accidents has been the greatest task in business organizations (Eisingerich & Ghardwaj, 2011). A crisis can bring reputable organizations down from the effects of lost customer confidence, which results in low sales. However, social responsibility policies implemented to prevent any scandal emerging in an organization helps in strategically avoiding this. Corporate social responsibility also gives an organization a competitive edge over its competitors in the international markets through cus tomer satisfaction and loyalty. Comprehensive customer responsibility policies also open up more markets through fewer legal hindrances to operate. This is because governments are increasingly giving health safety and environmental conservation priority when licensing new organizations. Discuss how your ethical perspective has evolved throughout the UOP MBA program The MBA program has changed my ethical perspectives approach to management, obligations to self, society, and means to achieve personal and organizational goals. Ethics and social responsibility training expose people to different and varied ways of decision making, management, and strategic