MacTara free essay sample

?Mactara is currently (2007) in a healthy financial position relative to other competitors in the lumber industry. They have stayed profitable amidst an unstable marketplace with their biggest consumer, the United States. This uncertainty is a problem for MacTara and the Canadian softwood lumber trade as a whole. Also, the company has some new equipment that has not been used to its full, profit-maximizing capacity. As consultants to MacTara we will provide alternative strategies for expanding operations, continuing operations, and cutting back/ operations. In order for MacTara to expand its operations and enter into the high profit margin market of value-added wood products they must: 1. Budget costs to increase production a. Quote for current and future international shipping fees b. Quote for re-engineering the kiln c. Quote for new packaging plant d. Quote for outsourcing packaging 2. Consolidate Atlantic region lumber industry a. Ensure high volume of raw materials from numerous smaller suppliers b. We will write a custom essay sample on MacTara or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page End Fibre Agreement with pulp mills 3. Begin implementation of new projects and alliances overseas 4. Increase production and begin entering European market (First-mover mentality) 5. Continuously educate customers on wood energy These are crucial steps (see exhibit C for details) for Mactara to enter the value-added wood product market of wood pellets and softwood decking/flooring. This strategy is most favourable for Mactara because the volume of production is increasing, average costs are decreasing and more emphasis is put on high profit margin products. This approach will also add jobs within MacTara and the Atlantic region. If Mactara decides to continue operations as they currently stand they must acknowledge the volatility of the USD and the unstable trading channels available to them. The main focus using this strategy would be: 1. Constrain production to current and future market demand a. Reduce current production during market slump b. Predict future market demand c. Prepare to increase or decrease production moving forward 2. Lobbying government for emphasis on keeping softwood lumber treaty stable 3. Creating personal relationships with current customers of construction lumber and pellets 4. Honoring current and future pellet contracts This passive approach to the problem facing MacTara is unfavourable due to the strength and size the company currently holds over the Atlantic region. It does, however, allow the company to avoid the risk of competing overseas with lower quality Russian and Baltic wood products. These products will cut into the profit margins of Mactara. Current capacity should cover overseas pellet contracts but a significant drop in production could lead to legal troubles. With this strategy MacTara has to remain adaptable to current market trends, requiring continuous analysis of the marketplace and acting reactively instead of proactively. Perhaps MacTara decides the industry is too volatile and unpredictable to continue the current volume of production and decides to close its business operations. If the shareholders believe they can create more wealth in a healthier industry they may choose to liquidate the assets of MacTara while the company is still financially healthy. To do so would require: 1. Assess the current market (can we be profitable for three more years) a. Continuing operations for three years and announcing future plans to exit the market or; b. Paying contract fees and exiting market immediately 2. Shutting down operations and laying off the workforce 3. Liquidating assets including new saw, state-of-the-art pellet mill, buildings and the MacTara name Selling the company may be met with hostility but the economic future for the shareholders is protected. MacTara is financially stable and would attract a high price due to its high quality products and strength within the industry. This approach would be considered the safest of all and would only benefit the owners. The external factors facing this industry include political, economic, sociocultural, technological, environmental and legal aspects. Fortunately for the Canadian softwood lumber industry many of these aspects provide opportunities for success and growth (see exhibit A). Politically, the industry enjoys stability, regulation and tax credits for renewable energy across Canada, the United States and the European Union. The current economic situation is rather bleak and does not show growth due to a low USD, a stagnant construction industry, emerging Chinese/Indian markets and low inflation (possible recession). Canada, although a smaller population, enjoys a bounty of rural workers who expect modest wages. High consumerism in global markets ensures a steady demand of wood products. Technological mature, the lumber industry isn’t expected to see any revolutionary innovations to production. This aspect of maturity is also a benefit to energy customers as their old systems are easily adaptable to wood energy. Environmentally sound practices are essential to the success of a lumber producer and waste must be managed effectively. There are also many legal implications like private ownership, contracts, labour boards for disputes and health and safety initiatives. Because of high profit margins lumber producers are interested in value added wood products (see exhibit B). This creates a threat of new entrants in the pellet and decking/flooring markets that is countered by the large economies of scale that are used to reach such high margins and the large initial investment required to begin production. Lumber is an essential tool/material in construction and is rather hard to find a cost effective substitute. However, the pellet and decking/flooring markets’ substitutes range from wind, solar, oil and coal energy to tile, laminate, composite and hardwood flooring. Our customers and suppliers can’t pressure us with the threat of integration and the larger the mill the more influence over the geographic region. Large mills can provide economic stability to smaller producers of logs and enjoy large profit margins knowing customers cannot create their products on their own. Knowing your competition is essential (see exhibit D). MacTara’s competition depends on which market segment we’re focusing on. Construction lumber is produced in North America and the largest mills are located to the West of the mountains. This ensures our competitive advantage of trade routes to the more densely populated Eastern US. We also have a major port in Halifax for access to the European markets for value added products (see exhibit F). In Europe the competition is tougher as branding is essential. There are endless choices for flooring/decking overseas and we will need the help of Weyerhaeuser to solidify our brand. Baltic and Russian products are soon to enter the market and they have the advantage of trading routes. This is where our competitive advantage of CSR is beneficial. We actively demonstrate business practices that are environmentally friendly and sustainable (see exhibit H). MacTara prides itself in waste management and converts all waste into fuel used on site or pellets to be sold in the marketplace (see exhibit G). With these competitive advantages Mactara should be a staple in both the construction lumber and value added wood products markets for the foreseeable future. Our recommendation for Mactara moving forward is to expand operations, exploiting its competitive advantages in Canada, the US and the EU. Expanding allows for MacTara to become less dependent on the US who has proven to be a strenuous customer as of late. Many companies across the province would appreciate the economic stability that a consolidation/alliance would create for their companies and allow them to focus on producing logs. Increase in production means an increase in by-products and therefore an increase in value added products that create more profit. Re-engineering of the kiln to burn bark should cost roughly $1M Cdn and successful lobbying of the provincial government should yield enough for the remaining cost of the packaging plant to be funded by the remaining $4M Cdn that was received due to unfair duties paid. MacTara should focus on selling pellets to all available markets within Europe (residential, commercial and industrial) and educate customers on the convenience of switching to wood heat and how environmentally friendly and financially viable the option has become. MacTara should have the first-mover mentality as they strive to grab as big a market share as possible. Contingencies are as follows: If international shipping routes cannot be secured do not move ahead with consolidation, re-evaluate the North American marketplace and, most likely, exit the unstable environment. If consolidation cannot be reached then production volumes cannot be assured for expansion, re-evaluate North American marketplace and, most likely, exit the unstable environment. If packaging plant cannot be funded contact local packaging plants and begin outsourcing. Pellets are highly profitable and outsourcing the packaging will still result in profits for MacTara abroad. If considerable market share in Europe is lost to Russian and Baltic wood products production volume will decrease leaving less by-products for conversion to pellets. Immediate exit strategy should be implemented and MacTara assets liquidated to repay any outstanding creditors. Implementation of strategy is essential to the survival of MacTara in the lumber and value added wood product industries. MacTara should not be comfortable with current economic uncertainty and strive for stability through the specific channels available.

ADDIE Model of Instructional Design Research Paper Example

ADDIE Model of Instructional Design Research Paper Example ADDIE Model of Instructional Design Paper ADDIE Model of Instructional Design Paper The ADDIE model of instructional design is one of the oldest models used by instructors. Classical in nature, the model is widely considered as systematic and rigid, following a step by step process in designing an instructional strategy. A-D-D-I-E stands for the five stage process in instructional design, each of which builds up on the step prior to it. The steps are interrelated, making it necessary to strictly follow the order in developing an instructional design. The first stage in the ADDIE model is analysis. During this stage, instructors or program developers carefully evaluate the problem or the learning deficiency that the instructional design aims to address. It also identifies the goals and the objectives of the instructional program including the instructional needs of the audience compared to their existing knowledge. It also considers the learning environment as well as the environment of where the learning will be implemented or applied. All these factors are necessary and are highly important to be evaluated critically in order to develop an instructional program that would greatly address the specific purpose why an instructional program should be developed in the first place. The second stage is design. During this stage, the learning objectives and training methodologies are carefully crafted based on the factors identified and analyzed in the first step. This step outlines the specific learning styles and the methodologies that should be implemented. The third stage is development, during which, the actual content of the learning materials are developed. This is also the time when the content of the learning module is completed, which will be used during the next stage. The fourth stage is implementation, the application of the developed learning materials to the actual instructional process. The last stage in the ADDIE instructional design is evaluation. During this phase, the quality and effectiveness of the instructional program is being assessed for future reference. The result of the evaluation will then be used as basis in deciding whether the same instructional design can be used for future programs or if it needs to be developed or revised. Evaluation can be done either formative, where each stage are evaluated as developed, or summative, where a structured test is designed based on identified criteria and user feedback are collected. Ideally, the ADDIE instructional design allows the development of a well-analyzed and well-planned instructional. Reference: Dick, W., Carey, L. (1996). The Systematic Design of Instruction (4th Ed.). New York: Haper Collins College Publishers.

Organizing an Essay Example | Topics and Well Written Essays - 500 words - 4

Organizing an - Essay Example Development, in this case, means the presentation of ideas. Grammar, word choice, vocabulary, and tone of voice dictate how an idea is presented. The effects of a poorly presented idea are irreparable. The development of writing skills can be broken down into four elements. The most important element that dictates a successful piece of writing is the composition of ideas. In the first essay, ideas were mixed up. There was neither flow nor fluency, though the idea was visible. I learned that the reader has to understand the idea through the writing. In addition, it was made clear to me by my instructor that whatever is in the mind during writing is only visible to the writer. Therefore, the writer has to bring out whatever is in the mind in a succinct manner for it to be visible to the reader. Sufficient progress was visible after I learned how to organize ideas in a way that the reader could understand whatever was in my mind. Firstly, I learned how to understand the context of the issue at hand. After understanding the context, the second step was to brainstorm the relevant ideas to come-up with a comprehensive arrangement of ideas. Information ought to be arranged in an order that makes the reader interested in reading the entire piece. Much progress was made in this section. I learned how to arrange an essay beginning with the thesis statement to notify the reader on the context of the piece. Good grades were sufficient evidence that the instructor was content with the essays from how well I presented the thesis statement. In addition, it was evident that a well-structured conclusion gave the instructor an idea of my opinion about the issue at hand. Therefore, significant progress was made on how to organize writing to represent my mind successfully. Paraphrasing was the main element of writing achieved.

SERVO MOTOR Lab Report Example | Topics and Well Written Essays - 1750 words

SERVO MOTOR - Lab Report Example One coil is used to pass the DC or AC current through the coils and the other coil just acts to carry the current from the coil. The induced current in the other coil is in different direction and thus the coil moves freely with effect of current. Electric Motors are generally categorized as AC motors and DC motors. AC motors are supplied AC supply; while DC motors are supplied with DC supply. The difference of the power supply produces immense difference in the working principle of the motors, performance of the motors and applications of the motors. DC motors have a magnetic field. The magnetic field can be of permanent magnet or electromagnet. The stator of the motor mostly holds the field coil. The rotor or the motor is supplied DC power through carbon brushes or through commutator. The rotor is fitted with the motor case with the help of ball bearings. On the other hand, it is compulsory to have a field mounted on the stator and winding on the rotor. Some DC motors may have an opposite configuration (Electric Motors - Boundless Open Textbook). The shunt wound series Brushed DC (SWBDC) motor has a parallel field coil with the armature of the motor. The major advantage of the motor is that it operates at constant speed and thus it suits some industrial functions like blower fans, centrifugal pumps, etc (Classification of Electric Motors: Electrical Knowhow). A series Wound Brushed DC (SWDC) motor has a series field coil with the armature of the motor. Such type of motor best suits high torque applications such as elevators, escalators, conveyors, lifts, etc. Compound wound Brushed DC (CWBDC) motors has a field coil in parallel with the armature as well as a field coil in series with the armatures of the motor. It delivers constant speed and maintains high torque. It can be said that compound wound brushed DC motors combines the properties of both the Series wound DC motors and Shunt

Teaching And Learning Activities Essay Example for Free

Teaching And Learning Activities Essay Introduction There are many teaching and learning activities which are used to achieve lesson plan aims and objectives. The choice will depend upon a number of factors, such as the domain and level of objective. For example, the most appropriate activities to learn a motor skill is through demonstration and individual practice whereas to gain knowledge and understanding a lecture, group debate and question and answer sessions activities are more appropriate (Reese and Walker p137). Reese and Walker (pg 140) states that Honey and Mumford (1986) published the manual of learning styles which identified four main learning styles: Activists whom, enjoy the present, like the immediate experience and respond to short term issues Reflectors whom, prefer to think about things and explore all aspects before coming to a conclusion. Theorists whom, like principles, theories, models and systems. Pragmatists whom look for new ideas and are keen to experiment We as teachers therefore need to think about what teaching strategies the students prefer, particular in a class which consists of a mixture of activists, reflectors, theorist and pragmatists. The group size is another important factor to consider when choosing a learning activity. Different strategies/ activities are more appropriate for different group size. At one extreme a group may consist of only one student. In such circumstances methods such as projects or assignments, and tutoring may be more suitable whereas for small groups of between 5 and 20 students, a discussion method is suitable. A group between 10 and 20 the approach often adopted is what is traditionally called classroom teaching (Reese and Walker pg 137) which consists of a mixture of methods. Groups greater than 20 students, suitable strategies could be lecture and demonstration. Generally, students learn in different ways: an approach that is appropriate to one student may not be appropriate for another. Some people learn better in a group through the interaction with both the teacher and other students. We must therefore realise the importance of varying learning activities for our students (Reese and Walker, pg 138). The aims and objectives of this assignment are to: a) Review the range of teaching and learning activities available to promote open access and widening participation. Review the range of resources available within the organisation for a selected curriculum area b) Prepare, use and evaluate one of teaching and learning activities and resources. c) Evaluate one of the activities selected. d) Analyse the strengths and challenges of the selected resource and how it has supported learning. Teaching and Learning Activities As discussed by Petty (pg 15) there are two approaches to guide the choice of activities, the mnemonic EDUCARE (table 1.1) and CIA (table 1.2). Educare is a suitable guide when learning is focused on acquiring specific skills whereas CIA is a more indirect approach to arranging corrected practise if learning is not focused on acquiring specific skills. EDUCARE E Explanation, student needs to understand why the skill is required D Doing-Detail via demonstration or case study, for example U Use, practise skill C Check and correct practise A Aide-memoire, student requires reminder- for example notes, handout R Review and reuse, of earlier work so that old learning is not forgotten E Evaluation. Table 1.1 (Petty, pg15) CIA C Content, Clarify topic content to an appropriate depth and breadth I Ideas, Determine contents main: concepts, factors, evidence, viewpoints etc A Activities, Create questions and activities where students must reason with the key ideas Table 1.1 (Petty, pg 357) I apply both approaches depending on the subject area, in some instances EDUCARE may be a more suitable guide for a topic in chemistry whereas CIA is suitable for a topic in biology. For the training aspect of my job the CIA approach is more appropriate because the trainees teaching are not acquiring specific skills. My current role at Thermo Electron Corporation involves training clients on how utilise sophisticated equipments and teach chemistry classes and assist biology classes voluntarily at St Helens College. The training sessions runs for 2 days 09:00 to 16:30 every three months. The number of clients range between 5 and 12 with different scientific backgrounds and various levels of experience with the equipments. The next training session will be on April 25th and 26th for 8 clients. The total number of training hours is 15. I have a training manual from the former trainer which I follow for each training session. The training sessions involves audio, visual and kinaesthetic teaching styles. I use OHP, handouts and demonstrations. The organic chemistry and physiology course duration is 16 weeks (from January 2006 to May 2006). The chemistry are 3 hours in the evenings, 5 students in total of mixed gender, aged 16-19, and all students are currently employed by United Utilities and come on the course on day release basis from their employers. Their main reason for being on the course is for qualification purposes to improve career prospects and the recommendation by their employer. The physiology classes are 3 hours per week, 18 students in total, mixed gender and age ranges 16-19. Most are straight from secondary school others are repeating the units. I currently assist the tutor to set-up practical session. The teaching and learning activities (particularly in a classroom environment) that I use in order to promote open access and encourage participation include Ice-breakers, group activities (games, quizzes), brainstorming sessions and discussions. The ice-breakers and informal introductions allows learners to know each other and usually reveal what the learners bring to the group; such as, questions, experience (good or bad, personal and academic), and varied levels of knowledge of the subject. The activities I use more frequently are group activities. I split the group into 2 or 3 group (depending on activity and the no. of attendees) to carry out matching card games, electronic games or to partake in a quiz. Matching cards game. The maximum number of students on the evening organic chemistry course is five, for this reason they all work in a group. I prepare two sets of cards, one set with question and the other set with answers. During the lesions the students are told to arrange the seating so as to work in a team. They are then presented with the cards are given a period of time in which to complete the task. Electronic games. The students work individually. Prior to the lesson I research subject-related game on the internet. The last game found had a game show type theme, who wants to be a millionaire type format. The more questions you answer correctly the closer the chances of winning à ¯Ã‚ ¿Ã‚ ½1Million! Class Quiz The class is arranged again in a game show setting, split into two groups. The team that gives the highest number of answers correctly wins the game. These activities prove favourable for the students, it makes the learning process fun and interesting, at the same time encouraging teamwork and participation. The group activities also gives me the opportunity to observe social interaction; study learners relationship with one another; gain an insight to their character and; identify confident, reluctant, dominant and quieter characters. I would definitely reuse this method as it is a very effective learning method. Although the activities have proven successful there are areas of improvement. Such introducing more different types of games; setting tasks so that at the right level for all students; setting different tasks for different students; stretching activities for students/groups whom finish early; check students work by moving systematically round the class; looking over their shoulders and possibly; asking students to self-check or peer-check. For tasks such as the Matching cards game it ensures that no one is completing the tasks incorrectly, and would allow the tutor to manage the tasks more effectively (Petty, pg 170). Resources A resource, as defined by Reece and Walker is a support to teaching strategies which assists learning. The resources I often use to present materials and teach are WB, handouts, OHP, and the Internet. Aside the Whiteboard, the resource I use most often are handouts (see attached example of my lesson plan). The handouts are distributed at the start of the lesson. The handouts are combinations of worksheets and information handouts. They include text, Q A sections and diagrams from the internet or/and textbooks relevant to the topic for that session. The worksheets (incomplete handouts) have gaps which the students are expected to fill-in during the lesson and on occasions complete for homework The source of diagrams and texts are always referenced, for copy-write purposes and to encourage the student do own research/study. The diagrams are colourful illustrations; and the text is often printed on coloured paper in order to differentiate between different aspects. The students are talked through the handouts and asked to answer the questions or fill-in the gaps individually (occasionally in groups). I find this resource a very effective visual aid for learning; it is simple, to the point and interesting. The main advantages of visual aids as discussed by Petty are; they gain attention; they add variety and interest; they aid conceptualisation, many ideas are understood visually rather than verbally; they aid memory, I find that the students find visual information easier to remember than verbal information and lastly; they show you care, going to trouble of preparing visual aids shows students you take their learning seriously. The resources weakness on the other-hand is that the learner tends not to read the handouts that are why it is good practice to include incomplete handouts at the start of the lesson. Completion of the handout can form the focus of the learning (Reece and Walker pg 212). I evaluate the chosen aid by asking my students their opinion about the suitability and whether they assisted learning. The feedback is generally positive, especially about the bright coloured papers! Teaching methods Petty (1998 pg 121) states that in order to make an informed choice of teaching method and in order to be adaptable and have a variety of activities for lesson planning, the teacher must know what teaching methods are available; what are the strengths and weaknesses of these methods; what purpose each of them can serve and; how each should be used in practice. I choose resources that are best suited to my teaching methods. Depending on the topic my methods can include one or more of the following; audio, visual, activities, demonstrations and discussions. For example the white board, handouts and cards are resources best suited for brainstorming/discussion and group activities. According to Reese and Walker (pg 138) we as teachers need to consider how to provide the experiences so as to make learning as easy and quick to possible. Two possible approaches are; to design a teaching programme where the content is carefully derived from an analysis of the students personal, social/or vocational needs, and which is implemented by the tutor in controlled and organised manner; the second approach starts from the experience of the student. It then depends upon the student identifying and accepting a need to learn. The teaching methods which allow this second approach to be implemented will be project work derived from students current experience, discussions, activities designed to provide opportunities for specific learning outcomes, and the learning of specific problem-solving techniques. Reference Petty, G. Teaching Today, second edition, 1998, pages 121-166 and 315-333. Reece, I. and Walker, S. Teaching, Training and Learning. A practical guide, fourth edition, 2000, pages 6, 49-57, 531-533.

Television and Its Imapact on Society Essay -- essays papers

Television and Its Imapact on Society Introduction Vladimir Kosma Zworykin created a rudimentary versionof the television in 1924; however, the first realistically working television was made possible by Philo Taylor Farnsworth in the 1940s. These televisions were exceptionally expensive, consequently only the affluent members of society had access to them. It was only in 1960 beginning with the presidential election that the television became fashionable to the common public. From that moment on, television has had an immense impact on nearly every facet of our social order, from political affairs to child behavior. This paper will observe some of the more remarkable proceedings and issues television has, and is still, concerned with. Ultimately, this essay will conclude with the nature of influence this solitary device has had on our way of life throughout the years. Vietnam War Television can, and in many cases does, transform the public attitude of political events, as was illustrated in the Vietnam War. During the Vietnam War, Hollywood began generating films in order to rouse controversy over the war. These films were filled with anti-war propaganda and allusions to World War II, which triggered America?s contempt for American involvement in the Vietnam crisis. Upon seeing this and becoming conscious of the threat Hollywood posed, the government began to use those same strategies against the cinematographers. Government documentaries began to come on the scene to give significance to what was happening in Vietnam. From that point on, the Vietnam War became a ?television war? because it was said that more citizens were watching the television than the actual war. Journalists began to show ?history through camera lens.? One such journalist is Walter Cronkite. Cronkite visited Vietnam after the Tet Offensive, and publicized his conclusions on national television. His remark that ?the [Vietnam] War can not be won honorably? caused Lyndon B. Johnson to withdraw himself from the Democratic Primary Election. Vocal oppositions to the war pealed out across the country as a result of the television broadcasts. Rallies, protests and demonstrations began draft-resistance movements. Scenes of cruelty, maimings, bombings, dying Americans, and fleeing refugees flooded American homes everyday. Reporters did everything in their power to... ...al and social decline in America. Bibliography: Bailey, William C. ?Murder, Capital Punishment, and Television: Execution Publicity and Homicide Rates?, American Sociological Review, Vol. 55, No. 5,(October 1990) Boyer, Paul S., et. al. The Enduring Vision. Lexington, Massachusetts: D.C. Heath and Company, 1996. Cook, Thomas D., et. al. ?The Implicit Assumptions of Television Research: An Analysis of the 1982 NIMH Report on Television and Behavior?, Public Opinion Quarterly, Vol. 47, No. 2, (Summer, 1983) Grabber, Doris A. ?Press and Television as Opinion Resources in President Campaigns?,Public Opinion Quarterly, Vol. 40, No. 3, (Autumn, 1976) Hallin, Daniel C. ?The Media, the War in Vietnam, and Political Support: A Critique of the Thesis of an Oppositional Media?, The Journal of Politics, Vol. 46, No. 1 (February 1984) Hillard, Robert L. ?Television and Education?, Journal of Higher Education, Vol. 29, No. 8, (November, 1958)? Is the Problem with Television or Viewers, American Enterprise. March, 1999 Rollins, Peter C. ?The Vietnam War: Perceptions Through Literature, Film, and Television?, American Quarterly, Vol. 36, No. 3. (1984)

Corporal Punishment in Schools Essay

Corporal punishment is the deliberate infliction of pain as retribution for an offence, or for the purpose of disciplining or reforming a wrongdoer, or to deter attitudes or behaviour deemed unacceptable (Miller, Vandome, & McBrewster, 2009). Corporal punishment can be divided into three categories, these include: judicial, domestic and school. For the purpose of this essay we will be focusing on school corporal punishment, the advantages and guidelines to follow when using corporal punishment and the disadvantages and effects on children when child abuse is used in the name of corporal punishment. According to Vockell (1991), â€Å"Corporal punishment is the infliction of physical pain, contingent upon the occurrence of a misbehavior† (p. 278). It is a very controversial topic that is raised amongst educators across the nation. There are always advantages and disadvantages when hitting a child in the name of corporal punishment and the techniques used when punishing the child. Quite a few people support corporal punishment as an effective way of disciplining a child, while a large number of people believe corporal punishment is a cruel and inhumane way to deal with the child. Sometimes all children need is a little spanking to set them straight, help them see the errors of their ways, but, how would you know when you’re crossed the line from disciplining the child to committing child abuse. According to an article by Clark (2004): John Wilson suggests there are six advantages of corporal punishment: cheap and easy to administer, effective deterrent, effective reform, adjustable pain, fair: because of similar dislike of pain, no permanent damage (p.363). Some people who support corporal punishment can see only the positive effects of these advantages. Out of these six advantages and for the purpose of this essay, we will be focusing on five of the advantages. The first advantage of corporal punishment is that â€Å"it is cheap and easy to administer.† This simply means that, it will cost less to spank a child instead of a long period of imprisonment and if one does not care about the â€Å"niceties† about hitting a child, it can be easily administered. The second advantage that was stated by Wilson is that it is an â€Å"effective deterrent.† Educators believe that corporal punishment is the only language children understand because it is perceived as unpleasant. This may sound like a disad vantage, but, punishment by its own definition involves unpleasant stimulations. Children will likely keep to the rules govern by the institution because they would fear the physical pain and humiliation. The third advantage stated by Wilson is â€Å"effective reform,† this is the disciplining or reforming of a wrongdoer for misbehavior. As with effective deterrent, effective reform, also uses fear of physical pain and humiliation for attitudes or behaviour deemed unacceptable, to help improve or mend one’s ways. Another one of Wilson’s advantages states that â€Å"it is fair for all, since all people are similar in their dislike of pain† (Clark, 2004, p. 367). The recipients of physical pain knows how much it hurts to be spanked, paddled, canned, flogged or smacked, so they would try to stay clear of the obvious consequence. The final advantage states that there is â€Å"no permanent damage: when using corporal punishment. The recipients will learn self discipline when being administer corporal punishment as long as you follow the guidelines used in the institutions. These guidelines are put in place to help educators be responsible when disciplining a ch ild using corporal punishment. Simply put, the guidelines are a â€Å"How to manual† when administering corporal punishment. So here are some main guidelines of behavior management for corporal punishment. Firstly, educators should not use corporal punishment when a more appropriate technique is available, but there are always eases where sparing the rod can also spoil the child. If corporal punishment must be administered, educators should have a clear head. Teachers should not take out there anger and frustration out on the child. Punishment must be administered soon after the offence. Children tend to forget the reason why they are being punished after a long period of time has passed, making them believe that they should not be punished. It is also best to specify the behavior being punished. Educators must administer corporal punishment dispassionately. Teachers tend to spank or hit a child more aggressively because they might not like the child as a person. Not to mention, teachers should be bother wh en they are administering corporal punishment to any child. Administer corporal punishment in front of appropriate witnesses, these witnesses should be regarded as reliable and truthful in case of litigation. And, corporal punishment should be carried out with appropriate confidentiality, because, what good would it do to humiliate the child. And finally, make sure you follow all the rules and regulations prescribed by the school system, this is to assure you have the support and an effective defense, should a legal challenge arise. But with every advantage there is an equal disadvantage. Most people believe that corporal punishment in schools is not morally acceptance. This is where the disadvantages occur. According to Vockell (1991), â€Å"punishment is not likely to be logically related to the misbehavior† (p. 279). This just means that the students who are punished for misbehavior not worthy of punishment are victims of artificial punishment. Artificial punishment simply means, using another means of punishment instead of corporal punishment. The second disadvantage is that physical punishment often models socially inappropriate behavior to the child. According to Vockell (1991), a solid finding from child-rearing research states that, children who are spanked more often than others are more likely to hit other children and act out aggressively while growing up. Parents and teachers need to reason with children to make them better understand that there are consequences to their actions. The children should know that it hurts the adults more than its hurts them to be spanked. And, by explaining this to the children, they would not grow up solving their problems by hitting people that annoy them. Another disadvantage is that corporal punishment may inflict real injury to the child that can be related to child abuse. Teachers can sometimes take out there anger and frustration on children in the name of corporal punishment, leaving them with broken bones, torn ligaments, whiplash injury, blindness and in some cases death, just to name a few. Lastly, because of the injuries that children can sometimes sustain in the name of corporal punishment, litigation can occur. In the face of these injuries lawsuits are filed prohibiting corporal punishment in schools. Educators who believe that corporal punishment should be banned from school institution think that the physical and psychological effect on children far outweighs the advantages of corporal punishment. The arguments that are raised against corporal punishment said that is leads to abuse, it is degrading and humiliating, it is psychologically damaging and it teaches the wrong lesson. As always, there are instances where, corporal punishment can lead to abuse. A teacher maybe angry and frustrated at home and take out there vindictiveness and retaliation on the child. These teachers would then be crossing the line to physical abuse. Corporal punishment can be a degrading and humiliating form of punishment, because it involves the â€Å"direct and intense power to the body† especially if this punishment is carried out in front of the child’s peers. Corporal punishment can be psychologically damaging to a child. It causes submissiveness in the child affected by it, making them easy prey for predators who might sexually exploit them. No one can expect a child who is conditioned for corporal punishment to simply say no to a molester. And lastly, corporal punishment can sometimes teach the wrong lessons to children. According to Benatar (2001), â€Å"punishing a wrongdoer by inflicting physical pain sends the message that violence is an appropriate way to settle differences or to respond to problems. In conclusion, the arguments for corporal punishment might be practical and the only way for a wrongdoer to learn discipline and respect, but, at the end of the day, according to Europe (2007), â€Å"hitting people is wrong and children are people too† (5 p.). The effects on the children when using corporal punishment can be most damaging to their physical and emotional self. Even with school systems guidelines, teachers still commit child abuse in the name of corporal punishment. Bibliography B., P. (2006-2011). Phil For Humanity. Retrieved April 25, 2011, from The Pros and Cons Of Corporal Punishment: http://www.philforhumanity.com/Corporal_Punishment.html Benatar, D. (2001, October). Corpun. Retrieved April 25, 2011, from Corporal Punishment: http://www.corpun.com/benatar.htm Clark, J. (2004). Aganist the Corporal Punishment of Children. Cambridge Journal of Education , 363. Europe, C. o. (2007). Abolishing Corporal Punishment of Children: questions and answers. Council of Europe. Miller, F. P., Vandome, A. F., & McBrewster, J. (2009). Corporal Punishment. VDM Publishing House Ltd. Vockell, E. L. (1991). Corporal Punishment: The Pros and Cons. The Clearing House , 278-283.