The Effective Entrepreneurship Helps in Achieving Success

Question: Compare and contrast different types of entrepreneurial ventures? Answer: Introduction The effective entrepreneurship helps in achieving success for the new featured business entities. The entrepreneurs are the ones who formulate the efficient business plans with the help of integrated resources. Guivarch Hallegatte (2013) described that the entrepreneurs lead the company towards either success or failure. This study will evaluate the success entrepreneurs like Mark Zuckerberg, who is known as the co-founder of Facebook and Howard Schultz, the CEO of Starbucks. The description of their business planning will be explored in a structured manner. Main Ideas: The main ideas of Mark Zuckerberg while establishing the features in Facebook, the focus, is to establish the relationship between the people through the direct connection in social networking sites (Bygrave Zacharakis, 2011). In the implementation of the online ratings and the online comments, profiles for uploading pictures, sharing updates will be considering the perspectives of the people from different locations, countries, communities, etc. On the other hand, Howard Schulz is the CEO of Starbucks Coffee, and the concentration of the company is to provide good quality coffee along with such feasible meals for the customers who are visiting the stores. The employees are trained in a skilled manner, and they will be much skilled for treating the customers with better hospitalities (Mutara, 2012). One of the most relevant ideas that Howard Schulz has presented is to give rise to the global brand of Coffee. Evidences To make the features of Facebook more attractive to the users, Mark Zuckerberg has introduced the safety app for securing the login in Facebook. The users feel safer and secure about the password they have set for their profiles. The innovation of the Facebook Messenger has reached 600 million users these days, and the number is still increasing (Schneider, 2013). The new featured applications are providing the securities to the uploaded pictures, updates sharing and other personal stuff. In the year of 2006, Mark Zuckerberg introduced the features, and this innovation is highlighting the mini-blogging, different notes. This allows the users from different other social networking sites as well. In 2007, Mark Zuckerberg introduced the features of tagging and posting the attachments. In case of the Starbucks Coffee, Howard Schulz has implemented a new system in the costing structure. The company offers $1-per-cup for basic brew and even several other interesting coffee beverages. The new espresso coffee, iced coffee, cappuccino, etc. have gathered the interest of the customers in these days. Howard Schulz is even concentring upon the comfortable ambiances by keeping the places enlightened, clean and spacious. The most changes found in maintaining the business and the transparent relationship building with the employees (Roy, 2011). The efficient training session provided to the employees and the proper relationship maintaining is working as the driven forces for assuring productivity as well as the profitability for the company. Analysis With the implementations of such features, Mark Zuckerberg has earned the profitability in a quite prominent manner. The implementations of such innovations into the Facebook features have gained the support of 1.26 billion users. Facebook derives almost 3.2 billion likes per days from these registered users. The iOS app is applied in the case of using the Facebook from IPhones. It has increased the economic profitability since the users can easily access Facebook from their mobile phones. It has been seen that in the year of 1994, the store of Starbucks reached the amount of 425 stores (Oncioiu, 2012). The amount increased to 2,200 in the year of 1998. After two years, the company earned the profitability of $2 billion. Howard Schulz could easily achieve the turnover rates, which derived the relevant resources used for the training costs and costs of the other adaptations. Link The sources for deriving ideas about such technicalities, which are needed to be implemented for presenting the business establishments, are significant enough for concerning the relevant ideas about the entrepreneurship. Mark Zuckerberg has derived the ideas about the implementations of the relevant apps and technicalities for connecting people worldwide while Howard Schulz is concentring upon the CSR rules for maintaining the business sustainability. The proper evaluation of such linking derived from the study will be enhancing the relevant integration process while starting up a new business. The amendments of the technicalities are ensuring the successful entrepreneurship. Conclusion The entire study is evaluating the necessity of the structured plan and the amendments while starting up the new entrepreneurship. The information derived from the business structure and ideas of top entrepreneurs like Mark Zuckerberg and Howard Schulz have been much identified and significant for establishing the business entity and leading towards the success. References Books Bygrave, W. Zacharakis, A. (2011). Entrepreneurship. Hoboken, NJ: Wiley. Roy, R. (2011). Entrepreneurship. Oxford: Oxford University Press. Journals Guivarch, C. Hallegatte, S. (2013). 2C or not 2C?.Global Environmental Change, 23(1), pp.179-192. Mutara, L. (2012). An entrepreneur first and foremost.Br Dent J, 212(6), pp.259-259. Oncioiu, I. (2012). An Outline of the Concept of Entrepreneur: Tradition and Modernity.Research in Applied Economics, 4(3). Schneider, M. (2013). Developing Your Inner Entrepreneur.Organization Management Journal, 10(2), pp.151-151.

The Cure free essay sample

On May 15, I went to see The Cure at the Nassau Coliseum; a concert any Cure fan should not miss. The tour is in response to their recent release, Wish. Although there was no opening band, the two-hour show did not disappoint. The program began with a flood of smoke and their new song, Open, soon followed by other songs from Wish including, High, Friday Im in Love, and Apart. To satisfy long-time fans of The Cure, The Walk, and Lets Go to Bed were featured. The light show was equally impressive, with streams of pink, purple, green, and blue lights engulfing The Cure as well as the audience. Throughout each song, colorful designs were projected onto a large background screen. The most fitting was during the song Lullaby, several black spider webs swirled in back of the lead singer, Robert Smiths head. The Cure finished their set, and left the crowd begging for more. We will write a custom essay sample on The Cure or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In response to cheering, clapping, stomping, and a sea of flames from lighters, The Cure returned for two encores, including Charlotte Sometimes, The Walk, and Boys Dont Cry. The show came to an unwanted, yet exciting close with a rendition of A Forest. The Cure is scheduled to play several dates over the summer. If they play near you, try to get tickets. The money spent will be well worth it. n

Steinbecks The Pearl Essays - The Pearl, John Steinbeck, Midas

Steinbeck's The Pearl The Pearl MATERIAL SOCIETY, MATERIAL THOUGHTS Ever since Midas' lust for gold, it appears to be that man has acquired a greed and appetite for wealth. Juana, the Priest, and the doctor have all undergone a change due to money. They are all affected by their hunger for wealth and inturn are the base for their own destruction, and the destruction of society. Steinbeck's The Pearl is a study of man's self destruction through greed. Juana, the faithful wife of Kino, a paltry peasant man, had lived a spiritual life for what had seemed like as long as she could remember. When her son Coyito fell ill from the bite of a scorpion, she eagerly turned towards the spiritual aspects of life. Beginning to pray for her son's endangered life. The doctor who had resided in the upper-class section of the town, refused to assistant the child, turning them away when they arrived at the door. Lastly they turned to the sea to seek their fortune. When Juana set sight on the Pearl of The World. she felt as though all her prayers had been answered, if she could have foreseen the future what she would have seen would have been a mirror image of her reality. Juana's husband was caught in a twisted realm of mirrors, and they were all shattering one by one. In the night he heard a sound so soft that it might have been simply a thought... and quickly attacked the trespasser. This is where the problems for Juana and her family began. The fear that had mounted in Kino's body had taken control over his actions. Soon even Juana who had always had faith in her husband, had doubted him greatly. It will destroy us all she yelled as her attempt to rid the family of the pearl had failed. Kino had not listened however, and soon Juana began to lose her spiritual side and for a long time she had forgotten her prayers that had at once meant so much to her. She had tried to help Kino before to much trouble had aroused, only to discover that she was not competent enough to help. A hypocrathic oath is said before each medical student is granted a Doctors degree. In the oath they swear to aid the ill, and cure the injured. In the village of La Paz there lived a doctor who had earned his wealth by helping those that were ill and could afford his services. Not once in his long career would he have dared refuse to aid a wealthy lawyer or noblemen. However when Kino and the group of money hungry peasants arrived at his door with a poisoned child he had refused them entry saying Have I nothing better to do than cure insect bites for `little Indians'? I am a doctor, not a veterinary. for the doctor had known that the peasants hadn't any money. He had been to Paris and had enjoyed the splendors of the world, and therefore he wouldn't be seen dealing with the less fortunate as he knew that the less fortunate would surely always be just that-less fortunate. However it seemed that he had been stereotypical of the less fortunate, as he soon discovered when hearing of a g reat pearl discovered by the peasants who had knocked upon his door earlier that day. A hunger for wealth was what pushed him to visit the peasants house and aid their destitute son. However he had already ended Coyito's life without knowing he'd done so, for if he had administered aid to Coyito when they were first at the doctors door, Kino would have no reason to seek his fortune in the ocean, and would not be led down the road to hardships. One might think that a doctor, one who has the image of being passive, and caring should not stoop to such a level. When one is down on their luck, chances are they will turn to superstition in hope to acquire what it is that they would want to achieve. A good example of this would be a good luck charm such as a rabbit's foot. In La Paz the peasants

Cuánto se demora sacar la visa americana no inmigrante

Cunto se demora sacar la visa americana no inmigrante Los trmites para la visa americana no inmigrante se pueden demorar varias semanas, dependiendo del consulado o embajada en el que se solicita. Pero es posible estimar cuntos dà ­as pasan desde el dà ­a en que se inician los trmites al de la entrevista. A partir de la entrevista, la respuesta es rpida o incluso inmediata, tanto la aprobacià ³n como la denegacià ³n. La excepcià ³n son los casos en los que la solicitud entra en una fase de demora administrativa. En este artà ­culo se explican cà ³mo verificar el tiempo de demora segà ºn el tipo de visa y consulado, quà © puede suceder despuà ©s de la entrevista, cul es el formulario adicional conocido como DS-5535 que puede pedir el oficial consular  y por quà © es recomendable solicitar la visa con tiempo suficiente antes de la fecha planeada para viajar a Estados Unidos y por quà © no se deben comprar los boletos antes de tener la visa aprobada en mano. En el caso de estar interesados en la visa de inmigrante para la tarjeta de residencia permanente este artà ­culo no aplica. En otras palabras, la informacià ³n que se detalla a continuacià ³n aplica solamente a las visas no inmigrante como, por ejemplo, la de turista, estudiante, trabajo temporal, inversià ³n, intercambio, etc. Cà ³mo verificar eltiempo de demora de los trmites para la visa Desde que una persona solicita una cita para la visa hasta que obtiene el visado transcurren varios dà ­as, o incluso meses. Todo depende de la Embajada o Consulado en el que se haga la gestià ³n, del tipo de visa y tambià ©n de las caracterà ­sticas personales del solicitante. Para saber con bastante exactitud cunto hay que esperar desde que se hacen la citas para las visas hasta que se realizan las entrevistas en la oficina consular se puede consultar la herramienta que el Departamento de Estado ha creado para este fin. Simplemente se debe buscar en la cajita que aparece en esa pgina de internet el nombre de la ciudad en la que est ubicada la oficina consular a la que corresponde decidir si concede o rechaza la solicitud de visa. Una vez elegida la ciudad, aparecer una estimacià ³n en dà ­as sobre el tiempo que hay que esperar hasta que se realiza la entrevista. Aparecern varias estimaciones, dependiendo del tipo de visa que se solicita. Ejemplos de tiempos de demora segà ºn los consulados Por ejemplo en el momento en que se escribià ³ este artà ­culo,  si una persona en Bogot, Colombia, solicita una visa de turista, deber esperar 22 dà ­as naturales (segà ºn la fecha en la que este artà ­culo fue escrito. Verificar el actual) para ser entrevistado en la Embajada americana y otros dos dà ­as laborales para que se procese su peticià ³n, si es aprobada. Pero si solicita una visa de estudiante, la espera para la entrevista se reduce a siete dà ­as naturales, precisando dos dà ­as laborales para procesar la visa aprobada. Sin embargo, en Buenos Aires la peticià ³n de entrevista para una visa de turista es de 29 dà ­as naturales y el procesamiento de las aprobadas es de cinco dà ­as laborales. Dà ­as naturales y laborales en la tramitacià ³n de las visas Es conveniente prestar atencià ³n a la distincià ³n entre dà ­as naturales (calendar days) y dà ­as laborales (workdays). Cuando se habla de los primeros, se cuentan todos los dà ­as, incluidos los sbados, domingos y feriados. Por el contrario, si se refiere a dà ­as laborales se computa sà ³lo de lunes a viernes, excluyendo los feriados de Estados Unidos y los del paà ­s en los que se encuentra la oficina consular. Quà © pasa despuà ©s de la entrevista en el consulado Pueden darse 4  situaciones: En primer lugar, la visa es aprobada. Aunque cada consulado tiene un trmite distinto para entregar a su dueà ±o el pasaporte con la visa estampada en general puede hablarse que toma menos de siete dà ­as.  Estas son las  posibilidades se tiene de que aprueben la visa de turista  segà ºn el consulado en que se solicita. En segundo lugar, la visa entra en trmite administrativo.  Es decir, no es aprobada ni rechazada. Es lo que se conoce como procedimiento administrativo 221g. La razà ³n es que se requiere realizar ms investigacià ³n antes de llegar a una conclusià ³n final. Esta es una razà ³n muy importante para no dejar la solicitud de la visa para à ºltima hora, ya que puede surgir este problema. En tercer lugar, que el oficial consular pida que se llene un nuevo formulario, que se detalla en el siguiente apartado y que incluye informacià ³n sobre redes sociales. En cuarto lugar, la solicitud de visa es rechazada. Las causas pueden ser muy variadas. Estas son las 20 ms comunes. por causa de inelegibilidad. Adems, hay que tener en cuenta estas 22 causas que convierten a una persona en inadmisible para Estados Unidos y que por lo tanto hacen que la visa no se apruebe, no se renueve e incluso que teniendo visa vigente se niegue la entrada cuando se llega al control migratorio en la aduana americana. En los casos de negacià ³n de la visa, es importante saber cundo se  puede volver a solicitarla  y quà © debe cambiar para tener à ©xito en la nueva peticià ³n. Formulario solicitando informacià ³n sobre redes sociales El oficial consular est autorizada a pedir que se llene un nuevo formulario en el que se solicita, entre otras, la siguiente informacià ³n: Lugares de trabajo y residencia durante los à ºltimos 15 aà ±osPaà ­ses que se han visitado en los à ºltimos 15 aà ±osTodos los nà ºmeros de los pasaportes que se hayan utilizado previamente al actualTodas las cuentas de correo electrà ³nico que se han tenido en los à ºltimos 15 aà ±osTodas las cuentas que se han tenido en redes sociales como Facebook, Instagram o Twitter en los à ºltimos 5 aà ±os. En principio est previsto que los oficiales consulares soliciten que se rellene el formulario DS-5535 solo en los casos en los que la identidad del solicitante pueda confundirse con la de otra persona o en supuestos que afectan a la seguridad de los Estados Unidos, incluidos los casos de pertenencia a pandillas. Este formulario es relativamente nuevo y, por lo tanto, se desconoce cunto tiempo demorar en ser tramitada  y verificada la informacià ³n que contiene, por lo que no se puede estimar el tiempo de demora para sacar la visa en los casos en los que el oficial consular pida este documento. El solicitante de la visa puede negarse a dar la informacià ³n, pero la visa no ser aprobada. En la actualidad, el gobierno de Estados Unidos est intentando implementar como obligatorio la comunicacià ³n de todos los nombres usados redes sociales, correos electrà ³nicos y telà ©fonos por parte de todos los solicitantes de visas, tanto inmigrantes como no inmigrantes. De tener à ©xito, afectarà ­a a 700 mil potenciales inmigrantes y 14 millones de visitantes temporales anualmente. Sin embargo, un nutrido grupo de organizaciones de defensa de las libertades civiles e individuales se est oponiendo a esta medida. Situaciones de urgencia y quià ©n puede viajar a USA sin visa Si se presentase la necesidad de obtener una visa urgentemente es posible solicitar una  visa humanitaria  en casos muy limitados. Chilenos y espaà ±oles  pueden viajar a Estados Unidos sin visa para hacer turismo o para negocios. Si llegan por avià ³n, necesitan una  Autorizacià ³n Electrà ³nica conocida como ESTA. Este es el  listado completo de paà ­ses cuyos ciudadanos pueden viajar sin visa. En el caso de personas de doble nacionalidad, es importante saber cunto se puede ingresar sin visa a los Estados Unidos. En la actualidad, las personas que pueden viajar sin visa y rellenan el formulario ESTA se encuentran con una pregunta opcional en la que se solicita sus nombres en redes sociales. Test de respuestas mà ºltiples Se recomienda tomar  este test de 19 preguntas que sirve para comprobar los conocimientos bsicos sobre la visa de turista. Para evitar errores tontos que pueden dar lugar a su cancelacià ³n o a que no se apruebe. Este es un artà ­culo informativo. No es asesorà ­a legal.

The Rise of Imperial Rome Essay Example | Topics and Well Written Essays - 1500 words

The Rise of Imperial Rome - Essay Example Afterwards, more provinces became romanized and integrated they themselves played an increasing role in the empire governing. The people in the new provinces gradually started getting roman citizenship and later the provinces came to form significant minorities in the Rome senate (Jill, 286). However, the citizenships extended always tend to exclude women and slaves. The same time the provinces were be included in the senate, the economic centre of the empire began to move towards the provinces within the Roman Empire from Italy. Trade started expanding and extending to other markets such as Italy and beyond. The trading that went on within the provinces of trading everyday items between those in the empire created a sense of communion. However, a clear defined line between the east and west was still laid down. In the east Greek was spoken as an official language while in the west Latin was the official language at this time. However, through the years Latin remained to be a marker of Romanness. The trading opportunities for Rome Empire were diverse and plentiful. Roman glassware and pottery were traded east. Gold and silver coins were the main form of payment, draining 100 million sesterces every year from the empire. Among the trade that took place in Rome was also slave trade (history.com/topics/ancient-rome). During Augustus reign as many as 35 percent of Italian people were slaves. Therefore Rome was marked as one of the five slave societies in history. Slaves in Rome Empire constituted at least a fifth of the people in the population and played a major role in the economy. History of the rise of imperial Rome Initially, Rome was governed as a republic before it becoming an empire. It had three major elements; the central government, military and provincial government. In the 3rd century BC, Rome had begun taking over provinces. During this time, Sulla and Caesar governed Rome and they had both achieved the rank of absolute ruler, however, their reign was short lived, owing to the crisis that the empire underwent in the 3rd century, which threatened its existence. Fortunately, the situation was stabilized and reunited. This was four centuries before it became the greatest empire. Furthermore, the provinces were administered by former praetors and consuls. The consuls and praetors were elected to one year term and held right of command. Consequently, Rome transitioned from republic to imperial autocracy due to the amassing of misappropriates military power and wealth by some men through their provincial commands and this was a lead factor for the transition. After the transition from a republic to an empire the first empire was Augustus. The first empire Augustus obtained his role as a supreme ruler after defeating Antony and Cleopatra in 31 BC, at the battle of Actium. The emperor was the overall authority in decision and policy making and his practical source of power and authority was the military. Augustus rejected titles associa ted with monarchy and otherwise referred to him as princeps which meant the leading citizen. Moreover, in his era, Augustus order to the chaos that almost took 20 years of civil war was finally brought to an end (Duncan, 24). Areas that had been added to the Roman republic needed to be reconstructed as provinces to the empire, therefore Augustus reorganised the provinces such as Asia Minor and Syria, and then held the Parthian empire in check using cunning diplomacy. During the reign

(Choose one question) which you are interesting and I get good marks Essay

(Choose one question) which you are interesting and I get good marks. 1.How might the type of good exported affect the growth - Essay Example A country may be in a better position to export a certain product or services for various reasons. A country can export products and services if it is the single supplier of a certain product, particularly when it has access to natural resources that other are not endowed with. Some countries are also in a better position to make a certain product at a fairly lower cost than other countries .The reason is that a country may have the absolute advantage in producing a certain product over others. Absolute advantage in international trade implies that a country can produce a product at a cheaper price than others. The concept of balance of trade results from the import export business. Balance of trade is the difference between the quantity of exports and the quantity of imports. When exports exceed imports, trade surplus results while a trade deficit results when the quantity of imports exceeds that of exports. There exist two types of final products for export. Traditional products, w hich are produced using labour intensive skills, and high-tech products which are made using differentiated intermediate goods (Andersen & Babula, 2008, p. 10). When a country engages in international trade, it registers economic growth especially when its products are in high demand. Factors determining export led growth include demand, competitiveness and the rate of exchange. Growth is initiated by an increase in demand for exports. If the spread effects are potent as the export sector grows so the domestic sectors will too. Spread effects refer to prosperity flowing from exporting products and services in international trade. The competitiveness of a country’s product increases the demand for exports. This implies that the demand for what a country sells increases. Depreciation in the rate of exchange makes exports more competitive, thereby increasing demand. Depreciation of the exchange depends on the elasticity of demand for exports (Felipe, 2010, p. 260). The depreciat ion of a country’s currency in international trade depends with the changes in demand of a country’s exports. Opening up trade can improve the allocation of resources, eventually changing the production function upwards and increasing the per capita income level. Production function relates the output of a country to the amount of inputs. Input in this case refers to capital and labor as factors of production. Production function also refers to the relationship in which output increases as more units of input are employed in production. There is a relationship between international competitiveness if a country’s export and economic growth. Keynesian perspective explains this kind of growth as being demand-driven and that exports make up the exogenous component of collective demand that propels income growth. Exogenous component in this context refers to external/foreign/international components that drive internal growth of a company. Additionally, a fast growth of exports and output tends to set up a virtuous circle of growth through the connection between output growth and production growth. From a neoclassical endogenous growth point of view, a connection between exports and growth may be vindicated since the opening up of trade may be an incentive to a higher rate of endogenous technological change. A study conducted by Maizels in 1963 established a noteworthy relationship between the relative growth of the prime industrial nations and their share of the global export market in manufactures (Meliciani, 2001, p.

Using teaching styles to make positive contributions in physical education

Using teaching styles to make positive contributions in physical education The use of appropriate teaching styles makes an important contribution to childrens learning in physical education. Different teaching styles affect many aspects of teaching and learning, including the learning environment and the teachers ability to meet individual needs. As physical education has a wide spectrum of objectives according to Macfayden Bailey (2002) teachers should use a wide variety of teaching styles to ensure that pupils achieve the wide variety of techniques and skills that physical education has to offer. This study will consider the various definitions associated with the topic and pay specific attention to the spectrum of teaching styles proposed by Mosston Ashworth (1986). The study will then specifically focus on use of the productive and reproductive styles by analysing my own experience against findings from literature. The framework for teaching styles and behaviours came from work by Mosston (1966). The ideas that Mosston proposed have changed and adapted since the first publication of the framework. The interaction between teacher and student has been developed since his initial publication (Mosston Ashworth, 1986) and have provided a framework where the decisions are the main element and the relationship between the teacher and the learner has in making those decisions. So influential was it that the work by Nixon Locke (1973) described it as the most significant advance in the theory of physical education pedagogy in recent history. A teaching style is concerned with how an activity is delivered, rather than what is delivered, (Macfadyen Bailey, 2002). Research conducted by Siendentop (1991) has also suggested that a teaching style is typified by the instructional and managerial climate that exists during the lesson which can be observed in the main that the teacher interacts with the pupils and in some cases if there is an interaction at all. The Spectrum incorporates ten landmark styles based on the degree to which the teacher or the student assumes responsibility for what happens in a lesson. This describes a continuum, where at one extreme is the direct, teacher-led approach and at the other lies a much more open-ended and student-centred style where the teacher acts only in a facilitator role. Reproductive Teaching Styles: The reproductive or direct cluster includes the command, practice, reciprocal, self check and inclusion teaching styles (Mosston Ashworth, 2002). Direct styles of teaching require the learner to reproduce known material or knowledge by replicating a specific model. This often involves subject matter relating to concrete facts, rules or specific skills/movements (Rink, 2002). In order for pupils to recreate specific skills Derri Pachta (2007) identified that learners must first be provided with a correct technical model to emulate, sufficient time to practice the model and effective feedback related to the original model, with the correct technical model often being shown by the teacher. Research conducted by Pieron (1998) supports the use of the command teaching style as the author argues that copying the most efficient style (that of the teachers demonstration) is highly profitable. It is seen as more profitable because it saves time as the teacher has the overall responsibility f or correcting faults and it ensures that pupils receive accurate feedback. The research conducted by Salvara et al (2006) highlighted that the direct teaching styles specifically the command style has been shown to have a positive impact on class control and motor performance. Within my teaching I have found that using this style of teaching to be the most effective for class control especially when the class has a large number of pupils and when the class requires a lot of behaviour management strategies used to control to the class. However Pellett Blakemore (1997) conducted a study of task presentation and content performance of four teachers who all had difference levels of experience and found that students taught by an experienced teacher were more effective at performing the skills when compared to being taught by a teacher of little experience. My experience whilst on teacher training has also supported these findings as I was able to present the tasks more clearly to pupils when I had more experience in that particular activity. I was also able to differentiate the task to a higher level with activities that I was familiar with as I had more ideas and experience to draw upon, whereas with activities I had little experience of I found it more challenging to be creative and progress the pupils. This has resulted in me taking actions towards trying to improve subject knowledge in areas of the curriculum where my experience is lacking or insufficient. Research conducted by Griffey (1983) has found that when practicing skills students of lower ability benefited more from the command style of teaching as they had little previous experience to draw from. This is something that I have also noticed, when teaching lower ability groups it is more beneficial to give the instruction or demonstration of task to save time and when working with higher ability pupils allowing the more able pupils to demonstrate the skill to increase pupil motivation. These findings have not been supported by Goldberger Gerney (1990) who found that under circuit training conditions the lower ability pupils seemed to benefit more from the opportunity to make decisions about time spent practicing at each station. However within this study the practice style of teaching has also been examined. According to Byra (2000) in the practice style of teaching the learners work at their own pace and complete teacher designed tasks in the order they choose, the class is organised around stations and the teacher provides individual feedback to the learners. The most effective type of practice style of teaching I have used whilst on teaching experience was the use of circuit training as I chose the activities/skills/tasks to be practiced at each station and the pupils chose the intensity to which they performed as each station. In a study by Beckett (1991) on college age students the practice style has proved to be very effective in promoting motor skill changes. From my experience of using this style I discovered that it was not particularly useful at promoting learning when there was limited time or large groups as different ability pupils will progress at different times and take longer with certain skills. However the ages of pupils should be taken into consideration as my experie nce is from working with pupils aged 11-16 who because they are more susceptible to development in motor skills than college aged students. This may explain why Beckett did not notice any changes in motor skills as the subject in his study may have already fully developed. My experience has also been identified and supported by Goldberger Gerney (1986) Goldberger et al (1982). However I did find this style of teaching useful during a health and fitness unit of work where the amount of skill learning was minimal and the main focus on the lesson was for pupils to be active using circuit training and the learning was aimed at pupils being introduced to new knowledge or gaining a further understanding of current knowledge on different types of exercises rather than developing skills. The reciprocal style has also been examined by Goldberger Gerney (1986) Goldberger et al (1982). These researchers identified that in this style the learners work in pairs to achieve the outcomes. The teachers ability to give effective instruction/information is important when using this style as when one learner performs the other observes and gives feedback to the performer specific to the instruction that the teacher gives at the start of the task and when the performer completes the task the learners switch roles. From my experience the most effective ways of giving instruction are in the form of a demonstration or a criteria sheet, I also found that demonstrations are very effective when demonstrating skills that I can show high levels of competence. In addition to improved skill performance Goldberger (1992) also found that learners in the reciprocal style provided more feedback, expressed more empathy, offered more praise and encouragement and requested more feedback from ea ch other when compared to a control group. However from my experience of this style the pairing of pupils is important as if you pair pupils of different levels the feedback would either be to complex or too simple thus affecting the amount of learning and skill performance. Also when working with pupils/groups where behaviour management is an issue it is more beneficial for the teacher to pair the pupils according to ability rather than letting pupils pick their partner as this tends to lead to the pupils picking friends and being distracted and going off task. I have also found that the way in which you give the instruction also can have an effect on the lesson as task sheets often dont work with groups where behaviour management is an issue as they do not respond well to the resource and see it as something to mess about with rather than an educational tool. Byra Marks (1993) conducted a study which focuses on the reciprocal style and the effects that different pairings had on pupils engagement. This study highlighted pupils who were identified as friends gave more effective and specific feedback due to their comfort levels being higher as they were working with a friend. The authors also found that grouping by ability had no effect on the amount of feedback given or the comfort level which is in agreement with my own personal experiences. This studies findings suggests that pupil working with friends is beneficial however this study does not take into account the behaviour of the group which I have experienced can be a major contributing fact when pairing pupils. I have experienced when allowing pupils to work in friendship pairs can sometimes be detrimental when they feel the task is not rewarding or beneficial as they distract each other and sometimes dont complete the task. I have found that to pair pupils with friends is beneficial only when you have built a rapport with the pupils and are aware of how they react working with friends. My experience of this style is that it is also beneficial to use when assessing pupils providing they are aware of the grading criteria they can receive more feedback thus improving performance when compared to othe r direct teaching styles. In support of this Cox (1986) found that when comparing the reciprocal style against the command and practice styles that the amount of skill movements was very similar which was surprising as the reciprocal style involves a lot more feedback. It was also found that three times the number of feedback statements were offered to performers using the reciprocal style resulting in higher skills and knowledge gains along with the development of social relationship skills. According to Byra Jenkins (1998) within the inclusion style of teaching learners choose the level of difficulty within a task and assess their own skill performance. With this in mind the benefits of the inclusion style are that it provides pupils with the opportunity to engage in activity that is to their appropriate skill/knowledge level potentially increasing inclusion and engagement. My experience of using this style of teaching is that I have attempted to include it in all of my lessons as ensuring all pupils are included is essential to any lesson. However when allowing pupils to decided which skill level they work at often resulted in pupils choosing a level that is not appropriate whether that be to simple or too complex. This goes against the spectrum theory which suggests that the condition provided by the inclusion style should promote success for all learners (Mosston Ashworth, 1994). The findings of Goldberger Gerney (1986) Goldberger et al (1982) has supported my experience and observed that the majority of learners made inappropriate and ineffective decisions for their skill level by choosing levels that were too complex for them to reach success or the objectives even when encouraged or prompted by the teacher. From this I have learned to set boundaries for those pupils that make the task to difficult so for example when throwing and catching setting a maximum or minimum distance they can throw the ball. My experience has also taught me that this style is most effective when used with older pupils as they have a better self concept of their own ability and are less susceptible to peer pressure this was also observed by Beckett (1991). In study of college aged students Beckett (1991) found that the inclusion style to be as effective as the practice style for learner skill performance when learning motor skills. These finding do not support the conclusions of Goldberger Gerney (1986) Goldberger et al (1982) and it was suggested that the difference in students ages as a contributing factor which supports my experience. My experience of the Inclusion style has also highlighted the importance of planning and assessment for the lesson as I have already identified that pupils sometimes dont make the correct decisions. Therefore as a result of this I found it beneficial to assess the pupils who set boundaries and goals that may be above or below their level and pupils who do not work well together and then plan a strategy into the next lesson to ensure that those pupils remain focused and on task. Productive Teaching Styles: When compared to the reproductive teaching style the productive cluster of Mosston Ashworth (1994) spectrum of teaching styles has little background research. The productive cluster requires the learner to produce new knowledge, from my experience the teacher needs a high level of understanding and creativity to create or design scenarios. According to Byra (2000) within the productive styles of teaching pupils should engage in cognitive operations like problem solving, creative thinking, inventing and critical thinking to discover new movements. It is the responsibility of the teacher to provide time for cognitive processing therefore there needs to be a class climate focused on searching and examining and feedback for producing different solutions rather than the same generic response (Mosston Ashworth, 2002). According to Mosston Ashworth (1986) six teaching styles have been identified in the productive cluster they are guided discovery and convergent discovery which both require convergent thinking from the learners and divergent production, individual program learner design, learner initiated and self teaching which require divergent thinking from learners. The majority of the research in this area has studied the effects of the divergent discovery, convergent discovery and guided discovery. In a study by Cleland Gallahue (1993) divergent movement patterns were observed to establish baseline information and to examine the different factors that contribute to a childs production of divergent movement. The findings highlighted that learners could modify, adopt and combine fundamental movement patterns to produce divergent movement. In a further study Cleland (1994) compared the divergent discovery style against the command style and a no instruction control group to examine the learners ability to produce divergent movement. The findings of this study were that students generated a greater number of divergent movements under the divergent discovery condition. The researcher concluded that employing critical thinking in the form of the divergent discovery style positively effects learners ability to generate a higher quantity of divergent movement patterns. My experience of using this teaching style is that the pupils age/maturity and experience levels are major contributing factors as learners with low levels of experience have limited subject knowledge to draw from thus affecting their ability to modify current skills/movement my experience has also been supported by the findings of Cleland Gallahue (1993). As the previous research suggests a pupils ability to think critically is important within the productive cluster of teaching styles, wish this in mind Cleland Pearse (1995) conducted a study which examined the methods that physical education teachers use to ensure that pupils use critical thinking. Critical thinking has been defined by McBride (1992) as reflective thinking is used to make reasonable decisions about movement tasks or challenges (page 115). This studies conclusion match with my experience which was that this style was most effective when employing the practice style of teaching to give instruction/deliver the subject knowledge then adopting guided discovery and convergent discovery to allow the pupils to think critically. The study also highlighted that the more experienced teachers were able to create a more effective environment for the pupils to use creative thinking skills McBride (1992). From my experience I have also been able to agree with these findings as I felt more comfortable creating an environment that was conducive to creative thinking when teaching a subject I had more experience in as I was able to give more effective feedback. The research presented to this point has seemed to favour the use of the productive teaching styles especially when creating cognitive learning however there is conflicting research presented by Salter Graham (1985). Salter Graham (1985) examined the effects of the command style, guided discovery style and no instruction on learners skill learning, cognitive learning and skill attempts. The results showed that although their was evidence that learning occurred using all three styles the pupils in the guided discovery and command style recorded significantly better cognitive learning compared to no instruction. For skill attempts however learners in the no instruction style made significantly more attempts at the task than learners in the other styles. The researchers went onto recommend that a longer practice time than 20 minutes may have resulted in the guided discovery having more skill learning, cognitive learning and skill attempts as this style requires longer practice time fo r the full benefits to be witnessed. From my own experience this is something which I have also observed as pupils respond better when they have longer periods of time to experiment different skill movements. My experience has also taught me that to increase the practice time requires effective instruction delivery which has also been identified by Cleland Pearse (1995). Conclusion: In conclusion several research questions have been answered about the reproductive styles of teaching; what the effects of the reproductive styles have on learning, how learners of different ability level are influenced by different styles, what effect pairings have on pupils ability to give effective feedback, what factors influence learners decision making and what effect the different styles have on learners ability to learn new knowledge. The findings from the productive style are; can learners employ critical thinking, what is the effect of productive styles on learners ability to produce divergent movement and how can teachers promote critical thinking. The amount of research that is available for the productive styles of teaching in limited when compared to the breadth of research studies on the reproductive teaching styles. However, a study by Cothran et al. (2000) has identify that teachers reported using a variety of style in their lessons yet only one productive style was in the top five styles used. Although it is encouraging that teachers report using a variety these results must be interpreted as it suggests that teachers over estimate the variety of teaching styles used thus affecting the amount of research there is available in relation to the productive styles of teaching. Research conducted by Goldberger (1992) has identified that the reason that may remain unconvinced or unsure of the styles use is because of the lack of confirmatory research on those styles. Therefore further research is needed into the productive styles of teaching to provide teachers with a knowledge base on how these styles can be effective at promoting learning. Recommendations: These findings have provided an initial insight into the use of teaching styles across a theoretically linked spectrum. One noticeable exception was that there is conflict within the research findings and not all researchers reported the same findings which identifies that there are a significant amount of variables related to spectrum research and that the variable that is being focused on should be properly investigated by using the correct research method. Spectrum research needs to continue as not all findings regarding assumptions associated to the spectrum have not been supported. However, some assumptions have been confirmed within this study for example the reciprocal style does in fact facilitate the provision of feedback, more so than any another style and having learners chose their partners based on friendships helps improve social skills (Byra Marks, 1993). Other assumptions like, the self check and inclusion styles are the most effective at promoting cognitive developm ent and the inclusion style is most effective at improving participation of low, medium and high ability learners still needs to be examined. Replication studies also need to be conducted in different environments as the research findings and my experience would suggest that the reciprocal style is an effective style at promoting feedback. However, would it be as effective at facilitating learning with different aged pupils in different schools where behaviour management has a far greater emphasis in lessons. After reviewing the appropriate relevant literature and reflecting on my own personal experiences I feel that the use of appropriate teaching styles makes an important contribution to pupils learning in Physical Education and should not be left to chance. Physical Education can provide pupils with the opportunity to think critically, problem solve and to improve own learning. Pupils will be able to think about what they are doing and make decisions independently and know when to use principles such as choreography, games strategies and problem solving. If pupils are to access the full National Curriculum for Physical Education (NCPE) (DfEE/QCA, 1999) and to achieve the outcomes of high quality Physical Education (QCA/DfES, 2005), teachers must employ a variety of appropriate teaching styles to facilitate the opportunities that Physical Education offers. It is because of this that both reproductive and productive teaching styles should be used to enhance learning and motivation.