Transformation of Work Free Essays

Four year certification in scientific studies (Hons) In Marketing BMME1 1142A Type of Assignment: Module: Lecturer: Member: UOB ID No. : Date of Submission: INDIVIDUAL TRANSFORMATION OF WORK (BAFW4) MR JOHN NEO BOON LEONG KAM YONG KUAT 10038891 27th JUNE 2012 Page 1 of 4 BMME1 1142A Transformation of Work (BAFW4), Individual Assignment, 27th June 2012 Kam Yong Kuat (UB: 10038891) A basic survey of a scholastic article worried about specific parts of new issues of work Cross, S. what's more, Bagilhole, B. We will compose a custom paper test on Change of Work or on the other hand any comparative subject just for you Request Now (2002) Girls’ Jobs for the young men? Men, Masculinity and NonTraditional Occupations. Sex, Work and Organization, Vol 9, No. 2 pp204-226 Introduction of Gender isolation of the work advertise naturally, there has consistently been word related isolation through sex in all nations. This is the situation, in spite of the distinctions in economy or political circumstance in the various territories. Despite the fact that it has been a drawn-out period of time since ladies have taken an interest in the working power, ladies men despite everything will in general work in various businesses, for some explanation. Examination directed by Simon Cross and Barbara Bagilhole (2002) has indicated that men ruled enterprises like drivers of street merchandise vehicles, creation works, support chiefs, distribution center and vendors, specialized and discount agents. What's more, on the opposite finish of the range, just two word related gatherings are wholl y female predominance (over 90%); medical caretakers and care colleagues. Other female ruled ventures including counter agents, clerks, cooking collaborators, essential and nursery teachers and cleaners or household assistants. Sadly, sexual orientation isolation works both on a level plane and vertically in the working power. Not exclusively are people apportioned subjectively in various field or work, ladies happened to make up most by far of the lower levels of the word related chain of importance. Taking model from the nursing business in the US, men makes up just the unmistakable minority, yet, most are emphatically urged to go after advancements into administrative jobs. William (1992) has featured on an extremely intriguing allegory of the ‘glass ceiling’ to that of ‘glass escalator’ so as to mirror the men’s smooth and inflexible ascent to senior administration. Numerous hypotheses have been advanced to clarify the ingenuity of sexual orientation divisions in work, and it has chiefly centered around women’s powerlessness to contend on equivalent footing to men in the work showcase. (Cross and Bagilhole, 2002) Men, manliness and ‘non-customary work’ As indicated by research led by Hearn (1992), manliness has been seen as a long way from uniform and it is seen not as ‘the quintessence of men’, yet rather as a result of social and verifiable powers. There have been different hypotheses that feature that man who worked in nontraditional occupations would in general present a less manly sexual orientation type contrasted and men in customary male-predominant occupations (Chusmir, 1990). In light of the diversion and media scene in Singapore, it appears to additionally demonstrate what Chusmir (1990) has contended. 0% of make-up craftsman, beautician and style originators will in general depict an increasingly ladylike persona, moving ceaselessly from the customary male manliness. Some have even been viewed as a ‘fairy godmother’ (David Gan †Asiaone News, 2010). It might be because of the way that customer bases from these enterprises are principally female, along these lines the ladylike persona, and i n the long run, homosexuality. Be that as it may, these likewise further explain the point that Collinson and Hearn (1996) made, that masculinities are ‘socially created, recreated and in reality changeable’. There are additionally contentions that proposes men embraced a ‘transformed’ manliness in nontraditional occupations, for example, educating (Galbraith 1992) and men who reject generalized sexual orientation jobs, and who performed non-customary work, detailed practically zero sex job struggle (Luhaorg and Zivian, 1995) Page 2 of 4 BMME1 1142A Transformation of Work (BAFW4), Individual Assignment, 27th June 2012 Kam Yong Kuat (UB: 10038891) Cross and Bagihole (2002) anyway keep up that manliness is the shorthand for ‘gender identity’. What's more, accordingly, through this investigation of the different subjects, it took a gander at manners by which masculinities are characterized, ‘transformed’, (re)constructed, and kept up by men working in non-conventional occupations. Discoveries of the investigation of manliness in non-conventional work One of the subject talked with notice that ‘caring is viewed as a prevalently female activity since individuals consider carers to be being female, and parts of caring like being empathic and touchy to people’s needs are viewed as something that men can’t do’. This has started the subject to challenge customary thoughts of proper sexual orientation conduct in crafted by a mindful occupation. Another member additionally featured the need to challenge the customary culture of engaging in the mindful scene, despite the fact that he has been acquainted with conventional manly qualities since youthful, through the doings of his dad and sibling. He would be regarded as not quite the same as being a ‘real men’ on the off chance that he would to seek after in caring work. One more youthful member likewise noticed that he have gotten unfavorable responses when he referenced to young ladies he met during a gathering, that he was a male medical caretaker. He needs to fall back on lying about his occupation as ladies were not intrigued if he’s a medical attendant. Most by far of ladies will begin to scrutinize his sexual direction or begin to impart their issues to him. These are only a couple of the difficulties that the members have imparted to respect to their sexuality and manly character. In any case, the members likewise have a lot of endeavors in testing the difficulties. A male gynecologist who was additionally part of the examination featured that he frequently felt in any case when he watched his female partners rewarding individual female patients, and thought it was somewhat poor. Also, therefore, he endeavors to guarantee that he handles his patients with more class and exertion to guarantee that his patients felt agreeable. This has gone down with well with his patients and he has been properly perceived for the endeavors. One of different members, a male medical caretaker, sees his work as a deep rooted vocation, something that he will accomplish for an amazing remainder. With this mentality and approach, he will in general accept the position more genuinely and hope to endeavor superior to his female partners, whom numerous multiple times, enters the business, seeing it similarly as a subsequent activity or something to improve tags along. (Re)constructing an alternate manliness There are additionally the not many that look to (re)construct an alternate manliness, by relating to their work as being better signs of their actual self (Cross and Bagilhole, 2002). The members consider their to be as something that really draws out their actual nature as a mindful individual. One of the male medical caretaker associated with the investigation remarked that he utilized not have the option to communicate his feelings in broad daylight, because of the cliché perspectives on the overall population. Yet, in the wake of joining the nursing business, it has helped him to all the more likely communicate in an all the more freeing way. He currently has no issue imparting his feelings to individuals around him. This could likewise be the motivation behind why dependent on late reports, it has demonstrated that progressively male medical attendants have been accounted for to enter the business (More male attendant entering the business †Asiaone, Page 3 of 4 BMME1 1142A Change of Work (BAFW4), Individual Assignment, 27th June 2012 Kam Yong Kuat (UB: 10038891) 2010). It could likewise be generally because of that reality that individuals have developed to comprehend and relate the work one does, is anything but an immediate impression of your sexual direction or character. End Based on the investigations of the different subjects, Simon and Bagilhole (2002) had the option to set up that the guys either endeavored to keep up a conventional manliness by separating themselves from female partners, as well as somewhat (re)constructed an alternate manliness by relating to their non-customary occupations. The men engaged with the examination have additionally demonstrated to be effectively keeping up conventional male qualities, and not testing their sexual orientation personality. When tested about their manliness, a portion of the subjects have kept up themselves as the prevailing sex by reformulating the view of their work as being more men’s work, for instance, by denying that a consideration taker’s work includes caring as it were. It has a specific component of arranging and the executives included that will make the male strength sticks out. Similarly as how Segal (1999) contended, ‘men have remained the prevailing sex by continually refashioning masculinity’. Through this examination, it is clear that men have had the option to effectively keep up their conventional focal points even in female-overwhelmed work environments. Indeed, even in female-ruled work environments, for example, nursing, it doesn't normally set the change or biasness in the women’s favor. The men’s conduct and practices adds to their strength in the business. WORKS CITED Feminine Males inside Entertainment Industry Yoshio; http://www. whatshappening. sg/occasions/list. php? com=detaileID=51825 David Gan; http://news. asiaone. com/News/The%2BNew%2BPaper/Story/A1Story20101110 - 246661. tml More male medical attendants entering the business http://www. asiaone. com/News/Education/Story/A1Story20100712-226496. html Cross, S. furthermore, Bagilhole, B. (2002) Girls’ Jobs for the young men? Men, Masculinity and Non - Traditional Occupations. Sexual orientation, Work and Organization, Vol 9, No. 2 pp204-226 Chusmir, L. H. (1990) Men who settle on non-cu stomary vocation decisions. Diary of Counseling and Development, 69 (September-October),

Essay on FNAR 132 Group Lesson Plan

Exposition on FNAR 132 Group Lesson Plan Exposition on FNAR 132 Group Lesson Plan Subject Math Grade Level K Basic Core Standard: CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Speak to various articles with a composed numeral 0-20 (with 0 speaking to a check of no items). Instructional Objective: Subsequent to tuning in to and singing the â€Å"Counting Down by Twenty† tune and making a numerical visual guide, understudies will have the option to recognize numbers 0-20 and put protests in consecutive request with 90% precision. Materials/Equipment: Checking Down By Twenty Song by: Have Fun Teaching Shaded Construction Paper Squares Squares Paste Sticks Pastels Markers Shaded Pencils Basic Activities: Survey the students’ earlier information on checking to twenty and the idea of partner number and articles. Approach understudies inquiries for their investment. â€Å"Who can check to twenty? Let’s circumvent our circle and count.† â€Å"Today we will learn area to twenty and how to represent each number utilizing hued squares.† Center Activities: Direct Instruction: Instructor will exhibit how to tally with numbers utilizing objects. ‘Counting doesn't just include saying numbers, it additionally includes utilizing objects. Today we will utilize our tallying squares to represent various numbers. How about we start with one. Here is one square that speaks to the number one.† Guided Practice: After the conversation and show, illuminate understudies about the â€Å"Counting Down by Twenty song† and the development that goes with the melody. Show understudies the essential hand developments and words that go with the tune. Go over the developments a few times until the class experts them. At that point play out the melody. ‘To assist us with becoming familiar with checking to twenty, I’m going to impart to all of you a pleasant routine. Let’s start by standing straight. We will tally in reverse from twenty to one and afterward we'll move. Let’s perform.’ Autonomous Practice: Have class separate into gatherings and dole out each gathering a

Roman and Byzantine Essay Example for Free

Roman and Byzantine Essay Between 200 B.C.E. what's more, 1100 C.E. a few parts of social and political life changed between the Roman and Byzantine Empire while, different viewpoints proceeded. The angles that proceeded politically are solid brought together political framework, with a ruler directing. The perspectives that changed politically are the path regions of the domain were dominated. The viewpoints that proceeded socially are the riches, exchange reliance, and pride. The perspectives that changed are the religion, language, and military safeguard. Political perspectives proceeded between the Roman and Byzantine Empire. The angles that proceeded are the bureaucratic government and brought together political framework with the head administering everything. The Romans began this somewhat during the rule of Julius Caesar, Caesar turned into a tyrant and began this sort of government in 47 B.C.E. after he was killed by his foes. Julius’s excellent nephew Octavian Caesar ascended, crushed Julius’s adversaries, and took over as the principal head of Rome, renaming himself Augustus Caesar in 27 B.C.E. Augustus proceeded with the kind of government his uncle began where he as the sovereign supervises all social, political, financial, strict, and military. The Byzantines submitted this general direction to their forerunner and proceeded with it by having such extraordinary sovereigns, for example, Justinian (527-656 C.E.) or Constantine (306-337 C.E.) who managed the entire Byzantine Empire and settled on choices that permitted the domain to thrive. Another political angle the Romans’ began was the standard of law which was proceeded by the Byzantines. Despite the fact that the Byzantine Empire proceeded with these political parts of the Roman Empire, they changed a few perspectives.

Essay Writing Example

Exposition Writing Example Exposition Writing Example Exposition Writing Example Exposition composing model is given here to give you a case of how a decent paper should resemble. Paper models are useful first of all, those understudies who not experienced in exposition composing. Notwithstanding, you ought to depend on paper model as it may not be in a similar style you need.â I trust the accompanying exposition model moves you to compose your own magnum opus! authors are open all day, every day to assist you with composing. Instances of Persuasive Essays Case of exposition composing 'Candlelighters Parent Groups' ...You just bite the dust once. For the body this might be right; for the human soul it doesn't remain constant. The family confronted with the conclusion of disease in a kid kicks the bucket ordinarily in soul; at determination, at backslide, when they understand that their youngster won't be one of the fortunate survivors, and at the hour of the kid's demise. The Candlelighters Childhood Cancer Foundation is the authoritative, instructive, and contact arm of an overall net-work of self improvement gatherings of the guardians of youngsters who have malignancy. In these gatherings, guardians share their emotions, encounters, questions, and replies about living with youth disease. They trade their own mastery being taken care of by wiped out or biting the dust youngsters and in managing more distant families, well kin, companions, schools, businesses, and the network. Candlelighters comprehends that families are packs of individual needs, and that various families need various assets at various occasions. It is an essential worry of Candlelighters to find or go about as an impetus for the formation of administrations and to advance the collaboration of administrations for family emotional wellness any place we have parent bolster gatherings. Candlelighters advances the psychological well-being of the groups of youngsters with disease by bunch advising, singular guiding, referrals to proficient directing, parent and high school peer bolster gatherings, hotlines, training and data programs, the arrangement of materials on adapting for families and the experts who work with them, budgetary advising administrations, emergency clinic and home volunteer guest projects, and bolster associations. A few families discover medical clinics and emergency clinic programs unappealing. Some react adversely to network emotional wellness programs on the off chance that they see that they are treated as insane as opposed to pushed. In these occurrences, peer backing might be alluring to them... Did you like the above exposition example?â It is genuinely well-written.â We can compose a comparable article for you as well!â Custom composed paper is an assurance of good grade.â Our journalists are never late with paper conveyance.

Sexual and Urologic problems in patients with Type 1 Diabetes Essay

Sexual and Urologic issues in patients with Type 1 Diabetes - Essay Example It happens because of a blend of fringe protection from insulin activity and an insufficient secretory reaction by the beta cells. The two sorts of diabetes are related with comparative confusions. Be that as it may, since the beginning of hyperglycemia prior in type-1 diabetes, inconveniences are progressively extreme and happen at a much early age than those with diabetes type-2. Diabetes brings about a few confusions, the most significant of which are neuropathy, nephropathy and retinopathy. There are a few different confusions which sway the personal satisfaction like sexual and urologic intricacies. Sexual and urologic issues are basic in diabetes populace as a result of the harm to veins and nerves. In this exposition, sexual and urologic confusions in diabetes, particularly diabetes type-1 will be talked about. Insulin is a fundamental anabolic hormone emitted by the beta cells of the islets of Langerhans. It is fundamental for the digestion of sugars, proteins and fats (Lamb, 2009). The hormone helps passage of the glucose into muscles by invigorating the change of glucose to glycogen and by restraining liver gluconeogenesis. It additionally eases back the breakdown of fat and protein. In type-1 diabetes, there is either nonappearance, annihilation or loss of beta cells prompting lacking insulin creation. This causes uninhibited gluconeogenesis and simultaneously diminishes the utilization and capacity of glucose, bringing about hyperglycemia. Past a specific breaking point, kidneys neglect to retain glucose bringing about glycosuria, osmotic diuresis, drying out and thirst. The protein and fat breakdown additionally increment causing expanded ketone creation and weight reduction. Without fitting insulin supplementation and the executives, people with diabetic ketoacidosis get more fit cea selessly and in the long run capitulate to diabetic ketoacidosis (Lamb, 2009). Diabetes type-1 is related with

Its All Going To Be Okay

It’s All Going To Be Okay Have you ever heard of The Game? Ive referenced it several times in my other entries, so hopefully many of you are avid players by now, if you werent already. Nonetheless, for those who dont know, heres a succinct description (borrowed from the official Lose The Game website): Rule 1: You are playing The Game. Rule 2: Whenever you think about The Game, you lose. Rule 3: Loss must be announced. Basically, the objective of the game is to forget that it exists. Its one of the most popular memes in popular culture today, and has been referenced in many, many places. In particular, it was the subject of the newest xkcd comic: As soon as I saw this comic (which was posted just forty minutes ago Im currently in the middle of finishing an 8.022 p-set with some friends, one of whom is about as obsessed with xkcd as I am, so he showed it to me on his laptop), I immediately thought about admissionsin particular, the upcoming release of this years admissions decisions. Decisions are, basically, like The Game. You dont want to think about itbut you do. Im not sure if its possible to prevent that from happening, but even if its not, I do have two quick pieces of advice I would like to share before I get back to my p-set. First, as the title of this entry suggests really, it is all going to be okay. Whether the admissions decisions are released March 15, March 22, or any other date, you can rest assured that Ben, Matt, Nance, Stu, and all the other admissions officers are doing their best to select the most perfect class of MIT students they possibly can. Thats why they cant predict the date in advance. I know it may seem unfair to leave you hanging like that but in the long run, its really better for all the applicants. Second, remember that youre second-semester seniors. I know the month of March is an incredibly stressful time (I was in your shoes last year, after all ^_^), but at the same timethe biggest hurdle, the actual application process, is already over. Everything is downhill from here. Andwhen the decision date finally rolls around, just remember something Ben once said, I want to remind people that I didnt go to MIT, and I happen to like my life very much. MIT is an amazing place, but it wont determine your future success and happiness. How you embrace and dedicate yourself to whatever options life throws your way will. In the long run, life is what you make of it. Sometimes, what really matters isnt whether you win or lose the game its all about how you play it.

China and Canada Trade on Services Outline - 275 Words

China and Canada Trade on Services: Outline (Essay Sample) Content: China and Canada Trade on Services: OutlineChina and Canada Trade on ServicesTourismTransportationConstructionSummary1.0 China and Canada Trade in ServicesChina and Canada are highly diversified economies. Their diversity gives them enough agility to overcome many economic challenges that characterize many modern economies today. The service sector is a key pillar of these economies, in this regard, because it supports traditional economic sectors, such as the manufacturing sector. Its contribution extrapolates to the wider global economy because the world economy is increasingly knowledge-reliant global and more dependent on service-oriented businesses. Canada and China have realized this fact and are strengthening their cooperation through increased engagement in bilateral relations (The Canadian-Chinese Economic Partnership Working Group 5). By analyzing the tourism, transportation and construction sectors, this paper describes these bilateral relations and undersc ores the need for both countries to increase their cooperation in the service sector. 2.0 TourismGlobally, people are aware of Chinas huge tourism potential because of its strong economy and high population. Indeed, it is unsurprising that China is among the biggest tourist spending markets in the world (Ligaya 1). In fact, experts say Chinese tourists spent more than $100 billion in tourism, annually (Ligaya 1). Canada has been a beneficiary of Chinas tourist potential because the Asian economy is a key source market for its tourism industry. In fact, between 2011 and 2012, the North American economy reported a 44% increase in tourist numbers from China (Ligaya 1). Detailed statistics show that in 2012, Canada received about 288,000 Chinese tourists (Canadian Tourism Commission 1). Comparatively, in 2011, this figure was 160,000 (Canadian Tourism Commission 1). This huge increase stems from Canadas validation as an Approved Destination Status (ADS) by the Chinese government. Since 2009, after this approval, Chinese tourists have found it easy to travel to the North American country. Easy visa approval processes and the introduction of new airline carriers between China and Canada have also contributed to the increased tourist numbers from China to Canada. Ligaya (1) believes that Canadas marketing efforts, in Asia, have also contributed to this outcome. They have yielded positive outcomes. For example, the CTC (1) estimates that Chinese tourists inject about $480 million in the Canadian economy. Although this figure is impressive, Ligaya (1) believes that Canada is not doing enough to attract more tourists from China. Experts estimate that the Chinese tourist market has the potential to increase its spending, in Canada, to about $800 million, in 2015 (CTC 1). Canada hopes to capitalize on this potential by increasing its tourism marketing funding to match its competitors, such as the United States (US) and Australia (Ligaya 1). 3.0 TransportationThe transport ation industry plays a critical role in supporting the growth and sustainability of the Chinese and Canadian economies. China and Canada share several trade agreements in this sector. For example, Canada expanded its air transport agreements with China in 2011 (Transport Canada 2). In the same spirit, the two countries are engaged in new negotiations to deepen their partnership in other sectors of the transport industry. Currently, the two countries have existing trade arrangements that ease cargo movements between both destinations. On the Chinese side, the China Southern Airline operates several freight services between the two countries (Transport Canada 2). On the Canadian side, Canadian airlines fly to Shanghai, at least three times a week, to transport cargo (Transport Canada 2). Besides collaborations in the aviation sector, Canada is also a key gateway export market for Chinese companies (Christopher 7). Particularly, Canada plays an instrumental role in this regard by allow ing US-bound exports from China to pass through its ports. In turn, the Chinese and Canadian governments have signed several trade agreements that aim to improve the efficiency of Canadas transport network. For example, the railway sector is undergoing improved efficiency and capacity improvements through co-production agreements signed by both governments (Christopher 7). Both countries also profit from capital, commercial and technological exchanges that have seen Canadas transport companies announce huge investments in road, rail, and seaport expansions (Christopher 7).The Canadian-Chinese Economic Partnership Working Group (1) says there is a huge potential to increase the trade relations between both countries because China needs safer and inexpensive transportation networks and Canada has the expertise to build such infrastructural networks. Furthermore, the North American nation is a leader in global best practices in some service sectors, such as aerospace technology (Christ opher 7). China could benefit from such competencies. There is also a huge potential for both countries to collaborate by undertaking similar infrastructure projects in overseas countries. 4.0 ConstructionMost of the trade relations between Canada and China in the construction industry have occurred through the exchange of raw materials and finished products. However, their relations have recently transcended this scope and now include the exchange of intangible products (services). Most of these exchanges have occurred through technology transfers and labor movements. Here, Canada has had an upper hand because it has advanced technologies and construction expertise (Christopher 8). Although Canada is a leader in best practice adoption in the construction industry, it shares a mutual relationship with China because Canada also benefits from the influx of Chinese workers in the Canadian construction industry. For example, Gillespie (8) estimates that the Canadian construction industr y requires about 320,000 new workers in the next six years. Since China can offer cheap labor, it stands a good chance of benefiting from this employment opportunity. Besides human capital, China and Canada can benefit from financial benefits in the construction industry. Already, some Chinese banks have expressed interest in funding major construction projects in Canada (Gillespie 8). A... China and Canada Trade on Services Outline - 275 Words China and Canada Trade on Services: Outline (Essay Sample) Content: China and Canada Trade on Services: OutlineChina and Canada Trade on ServicesTourismTransportationConstructionSummary1.0 China and Canada Trade in ServicesChina and Canada are highly diversified economies. Their diversity gives them enough agility to overcome many economic challenges that characterize many modern economies today. The service sector is a key pillar of these economies, in this regard, because it supports traditional economic sectors, such as the manufacturing sector. Its contribution extrapolates to the wider global economy because the world economy is increasingly knowledge-reliant global and more dependent on service-oriented businesses. Canada and China have realized this fact and are strengthening their cooperation through increased engagement in bilateral relations (The Canadian-Chinese Economic Partnership Working Group 5). By analyzing the tourism, transportation and construction sectors, this paper describes these bilateral relations and undersc ores the need for both countries to increase their cooperation in the service sector. 2.0 TourismGlobally, people are aware of Chinas huge tourism potential because of its strong economy and high population. Indeed, it is unsurprising that China is among the biggest tourist spending markets in the world (Ligaya 1). In fact, experts say Chinese tourists spent more than $100 billion in tourism, annually (Ligaya 1). Canada has been a beneficiary of Chinas tourist potential because the Asian economy is a key source market for its tourism industry. In fact, between 2011 and 2012, the North American economy reported a 44% increase in tourist numbers from China (Ligaya 1). Detailed statistics show that in 2012, Canada received about 288,000 Chinese tourists (Canadian Tourism Commission 1). Comparatively, in 2011, this figure was 160,000 (Canadian Tourism Commission 1). This huge increase stems from Canadas validation as an Approved Destination Status (ADS) by the Chinese government. Since 2009, after this approval, Chinese tourists have found it easy to travel to the North American country. Easy visa approval processes and the introduction of new airline carriers between China and Canada have also contributed to the increased tourist numbers from China to Canada. Ligaya (1) believes that Canadas marketing efforts, in Asia, have also contributed to this outcome. They have yielded positive outcomes. For example, the CTC (1) estimates that Chinese tourists inject about $480 million in the Canadian economy. Although this figure is impressive, Ligaya (1) believes that Canada is not doing enough to attract more tourists from China. Experts estimate that the Chinese tourist market has the potential to increase its spending, in Canada, to about $800 million, in 2015 (CTC 1). Canada hopes to capitalize on this potential by increasing its tourism marketing funding to match its competitors, such as the United States (US) and Australia (Ligaya 1). 3.0 TransportationThe transport ation industry plays a critical role in supporting the growth and sustainability of the Chinese and Canadian economies. China and Canada share several trade agreements in this sector. For example, Canada expanded its air transport agreements with China in 2011 (Transport Canada 2). In the same spirit, the two countries are engaged in new negotiations to deepen their partnership in other sectors of the transport industry. Currently, the two countries have existing trade arrangements that ease cargo movements between both destinations. On the Chinese side, the China Southern Airline operates several freight services between the two countries (Transport Canada 2). On the Canadian side, Canadian airlines fly to Shanghai, at least three times a week, to transport cargo (Transport Canada 2). Besides collaborations in the aviation sector, Canada is also a key gateway export market for Chinese companies (Christopher 7). Particularly, Canada plays an instrumental role in this regard by allow ing US-bound exports from China to pass through its ports. In turn, the Chinese and Canadian governments have signed several trade agreements that aim to improve the efficiency of Canadas transport network. For example, the railway sector is undergoing improved efficiency and capacity improvements through co-production agreements signed by both governments (Christopher 7). Both countries also profit from capital, commercial and technological exchanges that have seen Canadas transport companies announce huge investments in road, rail, and seaport expansions (Christopher 7).The Canadian-Chinese Economic Partnership Working Group (1) says there is a huge potential to increase the trade relations between both countries because China needs safer and inexpensive transportation networks and Canada has the expertise to build such infrastructural networks. Furthermore, the North American nation is a leader in global best practices in some service sectors, such as aerospace technology (Christ opher 7). China could benefit from such competencies. There is also a huge potential for both countries to collaborate by undertaking similar infrastructure projects in overseas countries. 4.0 ConstructionMost of the trade relations between Canada and China in the construction industry have occurred through the exchange of raw materials and finished products. However, their relations have recently transcended this scope and now include the exchange of intangible products (services). Most of these exchanges have occurred through technology transfers and labor movements. Here, Canada has had an upper hand because it has advanced technologies and construction expertise (Christopher 8). Although Canada is a leader in best practice adoption in the construction industry, it shares a mutual relationship with China because Canada also benefits from the influx of Chinese workers in the Canadian construction industry. For example, Gillespie (8) estimates that the Canadian construction industr y requires about 320,000 new workers in the next six years. Since China can offer cheap labor, it stands a good chance of benefiting from this employment opportunity. Besides human capital, China and Canada can benefit from financial benefits in the construction industry. Already, some Chinese banks have expressed interest in funding major construction projects in Canada (Gillespie 8). A...

Globalization is a force for good. Discuss Free Essay Example, 1250 words

LOBALIZATION IS A FORCE FOR GOOD By of the of the School Introduction Metz (2013) defines globalization as â€Å"the process of international integrations that arises from the interchange of products, world views, ideas as well as other aspects of culture†. Major factors in globalization that further interdependence of cultural and economic activities include advances in transportations as well as telecommunications infrastructures (news. bbc. co. uk). Globalization entails the opening of national as well as nationalistic perspectives to a more extensive outlook of an interdependent and interconnected world with free flow and transfer of goods, services, and capital across national frontiers (Metz, 2013: 2). In 2000, the International Monetary Fund (IMF) pinpointed four fundamental aspects of globalization: capital and investment movements; trade and transactions; the dissemination of knowledge: and migration and movement of people (AACSB International, 2011: 103). Globalization, therefore, has been and still is a controversial subject. This is so because it has both positive and negative effects. Its opponents argue that it has touched each and every nation because it increases wealth, consumer choice as well as promoting democracy. We will write a custom essay sample on Globalization is a force for good. Discuss or any topic specifically for you Only $17.96 $11.86/pageorder now It has made the world a global village (smaller place), with increased communications, trade and workforce mobility (Ritzer, 2010: 125). This paper aims at discussing why globalization is a tremendously force for good, and it should not be defended but promoted at all cost. Why globalization is a force for good Several reasons can be advanced that indicate that globalization is a force for good. Firstly, globalization connects people by the means of free flow of ideas and communications (AACSB International, 2011). This enables people to improve their lives because it offers new opportunities for work, travel, and education. It is a major force for good because its main quality is the free flow of capitals, particularly towards the less resistance (Mishkin, 2006). Close connection of people ensures faster rate of development of the world because it plummets the cost of generating and implementing new innovations and ideas (news. bbc. co. uk). This results into many ideas generated in the first instance particularly due to the democratization of information. According to AACSB International (2011), globalization has changed a lot with technology. Children are now learning differently as well as much faster with technology. People can communicate better with emails, calling and texting instead of writing letters.

Attention Deficit Hyperactivity Disorder (ADHD) - 1386 Words

Attention Deficit Hyperactivity Disorder (ADHD) ADHD and its diagnosis and treatment have been considered controversial since the 1970s. The controversies have involved clinicians, teachers, policymakers, parents and the media. Opinions regarding ADHD range from not believing it exists at all to believing there are genetic and physiological bases for the condition as well as disagreement about the use of stimulant medications in treatment. Some sociologists consider ADHD to be a classic example of the medicalization of deviant behavior, defining a previously non medical problem as a medical one.† Most healthcare providers in U.S. accept that ADHD is a genuine disorder with debate in centering mainly around how it is diagnosed and†¦show more content†¦With regard to genetic studies, research has demonstrated the fact that genetic influences are involved. Family studies, molecular genetics, and twin studies have explained the familial nature of ADHD. Regarding family studies, there is a high probability of a child bei ng diagnosed with the disorder if the siblings or parents are also affected. In addition, about 33.3% of fathers who in their childhood had ADHD are likely to bear children who have the disorder. This is an indication that among first degree relatives of affected parents or siblings, there is a 6-8X risk of an ADHD relative to the prevalence of ADHD in the general population. Further evidence has been obtained from twin studies by comparing the rate of concordance between monozygotic (MZ) and dizygotic (DZ) twins. All of the genes are shared in the case of MZ twins whereas in DZ twins only 50% of segregating genes are shared on average. A study that involved comparing the rate of concordance between the two types of twins revealed that among MZ twins, the rate of concordance ranged between 58% and 82%. For the same sex in DZ twins, the rate was 31%-38%. These results provided more evidence to the heritable nature of ADHD. However, the fact that the rate of concordance in MZ twins wa s less than 100% in all the studies conducted implies the involvement of environmental components in the aetiology of ADHD. Several environmental factorsShow MoreRelatedAttention Deficit Hyperactivity Disorder ( Adhd )1710 Words   |  7 Pages Attention-deficit hyperactivity disorder or ADHD which is often referred to as childhood hyperactivity, it s a severe and chronic disorder for children. It is one of the most prevalent childhood disorders, and affects 3% to 5% of the school-age population. Boys outnumber girls three or more to one. Children with ADHD can experience many behavioral difficulties that often manifest in the form of inattention, being easily distracted, being impulsive, and hyperactivity. As a result, children withRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1744 Words   |  7 PagesI chose to research Attention-Deficit Hyperactivity Disorder, otherwise known as ADHD, in culture and child development for the following reasons. First, it is important as educators that we understand the difference between restlessness and Attention-Deficit Hyperactivity Disorder in children. Secondly, we must be conscious of the origins of ADHD, how to recognize it, the myths and prejudices against it, and kn ow the most appropriate intervention strategies. Educators must also realize that evenRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1495 Words   |  6 Pagesoccasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feelRead MoreAttention Deficit / Hyperactivity Disorder ( Adhd )1699 Words   |  7 Pageshas had some difficulty sitting still, paying attention and even controlling impulsive behavior once or twice in our life. For some people, however, the problems that occur slim to none in our life occurs in the lives of theirs every day and interfere with every aspect of their life inclusive of home, academic, social and work. . The interaction of core ADHD symptoms with co-morbid problems and neuropsychological deï ¬ cits suggests that individuals with ADHD are likely to experience problems in academicRead MoreAttention Deficit Hyperactivity Disorder (ADHD)1259 Words   |  5 PagesAttention Deficit Hyperactivity Disorder (ADHD) is the most commonly found disorder in children in the United States. Statistics show that the male to female ratio for children with ADHD is eight to one. 4.4 million Children between the ages four to seventeen have diagnosed with ADHD (Cheng Tina L et al.). African American children are at a higher risk for having ADHD. Caucasian children are least likely to have ADHD. 2.5 million children receive medication for ADHD, but African American childrenRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1002 Words   |  5 PagesAbstract There are many disorders that are first diagnosed whether it is during infancy, childhood or adolescence. The disorders range from intellectual disabilities, learning disabilities, communication disorders, all the way through to elimination disorders. Attention-deficit and disruptive disorders are the most common. All including AD/HD, conduct disorder, oppositional defiant disorder, and unspecified disruptive disorder. Attention deficit hyperactivity disorder is one of the most commonRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1058 Words   |  5 Pagesfrom disorders such as Attention Deficit Hyperactivity Disorder (or ADHD/ADD.) While much is known about these disorders and how they affect the education of children, there are only a few known methods that consistently help an affected child focus and target in on what they need to learn. Medication for children With Attention Deficit (Hyperactivity) Disorder must be used as an aid to help the affected child to focus and comprehend information being presented to them. Children with Attention DeficitRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )978 Words   |  4 Pagesin diagnoses of attention deficit hyperactivity disorder (ADHD) in children since the 21st century. Per the Centers for Disease Control and Prevention the increase has been seen as a difference from, â€Å"7.8% in 2003 to 9.5% in 2007 and to 11.0% in 2011† (p. 4). Many questions arise concerning why the numbers are on the rise, especially when boys are 7.6 percent more likely than girls to receive the diagnosis of ADHD. When should the line be drawn between a disorder, and hyperactivity that comes withRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1552 Words   |  7 PagesATTENTION DEFICIT HYPERACTIVITY DISORDER Seth was a second grader at West Elementary. He constantly got reprimanded by his teachers for not paying attention in class. He could not understand the information given to him during the school day. He thought he was stupid and useless. But he was not. His parents got him tested by a doctor for ADHD. He is one of many kids in the United States who have been recognized as having it. Attention Deficit Hyperactivity Disorder is a major issue in the educationRead MoreAttention Deficit Hyperactivity Disorder ( Adhd ) Essay700 Words   |  3 PagesWhat is ADHD? Attention Deficit Hyperactivity Disorder (ADHD) affects almost 10% of American children between 13 and 18 years old, as well as 4% of U.S. adults over 18. Only a licensed mental health professional can provide an ADHD diagnosis, after a thorough evaluation. ADHD has three primary characteristics: Inattention, hyperactivity and impulsivity. Inattentive: Are effortlessly distracted, fail to catch details, are forgetful, and regularly switch activities. Find it difficult to focus

An Introduction to Animals and Zoology

The Effects Of Video Games On Children - 1034 Words

The world of today has developed in a way that even children are affected by technology. They enjoy video games in their leisure time and even prefer them to studying that, in its turn, can contribute to their poor performance in the class. These days, video games have become an issue that has brought concern to many people from parents to scholars about their potential effect on the future of children through influencing their conduct. They feel that the violent behavior or any other negative consequence can occur as an undesirable result of letting their children utilize these games to spend good time. In fact, every parent wonders whether participation of their children in playing video games may cause them to be more violent. The opinions on the issue whether video games are useful or harmful are very different. The opponents of video games argue that this kind of entertainment increases the risk of violent in children. On the contrary, the proponents of video games see more bene fits than disadvantages for children who play these games. Therefore, making the best for children who like to play video games and trying to decrease the potential negative effect of them on a child’s development is a real challenge, as the existence of some flawed effects cannot be denied. Introduction In a modern world, children and teenagers spend their time on schooling and consuming media. The problem of whether playing violent video games lead to the development of violent behavior inShow MoreRelatedThe Effects Of Video Games On Children Essay1279 Words   |  6 PagesIntroduction Video games have always been a controversial type of entertainment, that may come from how relatively new video games are compared to other mediums of entertainment[1]. Maybe because of that when a violent crime occurs and the culprit has played a lot of games the media is quick to point at violent games as the reason for the crime, but is that true or are the media just biased or looking for quick views, this report aims to answer that question. Do games affect our way of thinkingRead MoreEffects Of Video Games On Children Essay1357 Words   |  6 PagesScreening to a halt: Are parents in New Zealand able to identify signs of dependency or addiction in their children due to over use of screen-time from the recreational use of video games? Digital technology and the vast amount of video games have increased the amount of screen time consumption in contemporary New Zealand society. The saturation of smart phones, ipad’s, tablets, computers, game consoles and the Internet are devices with the means of connection to gaming. Many New Zealand families integrateRead MoreThe Effects of Video Games on Children1288 Words   |  6 PagesThe Effects of Video Games on Children Technology today has progressed rapidly from generation to generation. Children and young adults are both into video games and the latest gadgets out there. Video games have been available to customers for the last 30 years. They are a unique way to entertain individuals because they encourage players to become a part of the games script. Victor Strasburger an author of â€Å"Children, Adolescents, and the media† stated â€Å"The rising popularity of video games hasRead MoreThe Effects Of Video Games On Children1548 Words   |  7 PagesVideo Games Introduction Today video games are a staple in most households. It is pretty amazing to know that the first creation of games date all the way back to the 1900s. They were not originally invented to make a profit, but to give patients something to do while waiting in the lobby of an office. One inventor had a simple idea of using the monitor not just as a television set, but as a way to play games. College students were just playing around with equipment and happened upon something greatRead MoreThe Effects of Video and Video Games on Children2043 Words   |  8 Pagesaction, usually in a cartoon, movie, or video game. For many of us, Disney is where we refer back to early forms of animation with the idea of using thousands of consecutive drawings; through Disney, we can now see how far this idea of breathing life into static objects has advanced. Today, animation is becoming more and more realistic. With highly advanced technology and computer programs, it has become easier for simple cartoons to develop into what children see as real life. These animated cartoonsRead MoreVideo Games And Its Effects On Children927 Words   |  4 PagesVideo games are a more interesting form of entertainment for the simple reason that players may become part of the game’s plot. Video games were invented for many years now. However, the current variety of games raised concerns about how they affect the children s behavior due to the fact that the games are becoming more sophisticated. Children spend most of their free time playing video games. Sometimes children refrain from completing important duties and dedicate all of their time playing videoRead MoreVideo Games And Its Effects On Children940 Words   |  4 Pageswas bored they went outside to play, they created new games, or they played with friends. But, for the past three decades, video games and other digital media have been persuading many adolescents and children to spend the majority of their time playing them. Video games seem to satisfy children’s natural need to interact socially, however more often than not, they lead to social isolation. Overexposure to digital media, such as video games is detrimental to the health and function of a child’sRead MoreVideo Games And Its Effects On Children1519 Words   |  7 PagesVideo games in the 21st century have transformed from friendly competing into guns, explosions, and major violence. Video games are getting away with more violence every year and the games are becoming more extreme. The consistence and severity of violence is at an all-time high leading the most popular games in the gaming community to have a ‘mature’ rating due to the considerable amount of violence involved. For example, one of the highest selling video games of all time grossing one billion itsRead MoreThe Effects of Video Games on Children1656 Words   |  7 PagesIntroduction For more than 30 years, video gaming has been a popular activity amongst many of America’s children. With over $63 billion (Reuters, reuters.com) worth sold each year, video games are here to stay. While much controversy has arisen over the subject, video games have benefited the United States of America and its citizens to a great degree. For example, the military and CIA use gaming to train soldiers (Davidson, www.ehow.com), and classrooms use video games to teach students. The potentialRead MoreThe Effects Of Video Games On Children Essay1736 Words   |  7 PagesEffects of Video Games We see it everywhere we go, video games. Kids and adults are being captivated over the new video games that are coming out. Call of Duty, Battlefield,Uncharted; these are the games that people are enjoying and becoming fascinated with. What do all of those things have in common? There is only one answer and that is violence. Fighting, shooting, killing, these are the things that video games bring to the table and stimulate people s minds. We should ask ourselves whether

Greatest Contribution of the Third Republic of the Philippine Presidents Free Essays

Greatest Contribution of The third Republic of the Philippine Presidents Manuel A. Roxas First presidentf the Republic of the Philippines. A lawyer, he began his political career in 1917. We will write a custom essay sample on Greatest Contribution of the Third Republic of the Philippine Presidents or any similar topic only for you Order Now An advocate for Philippine independence from the U. S. , he was a member of the convention that drew up a constitution under the revised Philippine Independence and Commonwealth Act (Tydings-McDuffie Act; 1934). He collaborated with the pro-Japanese administration during World War II but was defended in postwar trials by Gen. Douglas MacArthur. He became president of the Philippines when independence was achieved (1946). Roxas obtained rehabilitation funds from the U. S. but was forced to allow the U. S. to maintain military bases and make other major concessions. His government was marred by corruption and police brutality, setting the stage for the Hukbalahap Rebellion. Elpidio Quirino His six years as president were marked by notable postwar reconstruction, general economic gains, and increased economic aid from the United States. Basic social problems, however, particularly in the rural areas, remained unsolved, and his administration was tainted by widespread graft and corruption. Ramon Magsaysay As president, he was a close friend and supporter of the United States and a vocal spokesman against communism during the Cold War. He led the foundation of the Southeast Asia Treaty Organization also known as the Manila Pact of 1954, that aimed to defend South East Asia, South Asia and the Southwestern Pacific from communism. He was also known for his integrity and strength of character. During his term, he made Malacanang Palace literally a â€Å"house of the people†, opening its gates to the public. Carlos Garcia During his administration, he acted on the Bohlen–Serrano Agreement which shortened the lease of the US Bases from 99 years to 25 years and made it renewable after every five years. He also exercised the Filipino First Policy, for which he was known. This policy heavily favored Filipino businessmen over foreign investors. He was also responsible for changes in retail trade which greatly affected the Chinese businessmen in the country. Diosdado Macapagal During his presidency, the Philippines enjoyed prosperity and was the second most developed country in the Asian region, next only to Japan and ahead of the future tiger economies of Asia such as Singapore, Taiwan, and Korea. Allowed the Philippine peso to float on the free currency exchange market. abolition of tenancy and accompanying land reform program in the Agricultural Land Reform Code of 1963 which underscored his endeavor to fight mass poverty. Ferdinand Marcos During his first term he had made progress in agriculture, industry, and education. Yet his administration was troubled by increasing student demonstrations and violent urban-guerrilla activities. Initially, he had a good record as president and the Filipinos expected him to be one of the best. However, conditions changed in later years and his popularity with the people started diminishing. Proclaimed Martial Law. Corazon Aquino Despite the euphoria following the overthrow of the Marcos government, Aquino faced the massive challenge of restoring the nation. She established a revolutionary government under the terms of a provisional â€Å"Freedom Constitution†, legally establishing the structure of the government pending the adoption of a permanent, democratically-drafted constitution. Fidel Ramos The first few years of his administration (1992-1995) were characterized by economic boom, technological development, political stability and efficient delivery of basic needs to the people. During his administration, Ramos began implementing economic reforms intended to open up the once-closed national economy, encourage private enterprise, invite more foreign and domestic investment, and reduce corruption. Joseph Estrada Idolized by the poor, he campaigned on a combination of policies that are both market-friendly and designed to reduce widespread poverty in a population of 70 million. Gloria Arroyo Arroyo, a practicing economist, has made the economy the focus of her presidency. Early in her presidency, Arroyo implemented a controversial policy of holiday economics, adjusting holidays to form longer weekends with the purpose of boosting domestic tourism and allowing Filipinos more time with their families. Benigno Aquino iii Despite having the privilege of using ‘wang-wang’, Aquino maintained he would set the example for his no ‘wang-wang’ policy, not to use ‘wang-wang’, even if it means being stuck in traffic and being late every now and then. Executive Order No. 5 prevents special envoys from using the title â€Å"ambassadorAquino also ordered the Department of Health (DOH) to support and assist all regional hospitals and health centers and intensify their efforts to attend to the needs of dengue–inflicted patientsOn September 2, 2010, Aquino signed Executive Order No. , extending the duration of the operations of the Presidential Middle East Preparedness Committee (PMEPC) to December 30, 2010[ On September 8, 2010, Aquino signed Executive Order No. 7, ordering the suspension of all allowances, bonuses and incentives of board members of government-owned and-controlled corporations (GOCCs) and government financial institutions (GFIs) until December 31, 2010 How to cite Greatest Contribution of the Third Republic of the Philippine Presidents, Papers

Organisational Development And The Impact Of Laboratory Learning

Question: Discuss about the Organisational Development And The Impact Of Laboratory Learning. Answer: Introduction The development of organisations depends on the employee empowerment and interpersonal interventions, and this has allowed laboratory learning for the employees who are working there. The laboratory learning can be termed as a kind of strategic learning, which allows the employees to obtain relevant skills and knowledge and become experienced to perform to their potential within the organisational workplace. The development of organisations is based on the actual laboratory learning procedures pursued by the workers for enhancing their level of knowledge and expertise and ensure that positive outcomes are derived, thereby resulting in improving the organisation's productivity and performance largely (Basadur, Basadur Licin, 2012). The report revolves around the concept of organisational development and how these essential aspects of learning have played a vital role have been expressed here as well. Laboratory learning The science learning goals of the laboratory experiences are beneficial for improving the knowledge and skills of subject matter and develop scientific reasoning abilities for determining the complexities and ambiguities regarding empirical work. It would also help the employees to enhance their practical skills and understand the various components and functioning activities within the organisation. The concept of laboratory learning not only enhances the practical skills but also allows the employees to improve their abilities to work in coordination and as a team for enhancing the production level with ease and effectiveness (Cummings Worley, 2014). The laboratory learning is also essential for enabling the employees to reach the goals and objectives of the organisation properly and furthermore design the goals with knowledge of clear outcomes that may be generated. The laboratory learning integrates the learning of science content and process and also manages a proper flow of sc ience instruction for accomplishing the desired objectives of the organisation and maintains good productivity. The computer based evaluation and representations of workflow from the laboratory learning further simulate the natural phenomena and create effective databases where data and information are kept secure (Engbers et al., 2013). The laboratory learning makes individuals working within the organization to improve their knowledge regarding scientific facts and concepts and organise those according to the organisational disciplines. It also promotes the abilities of workers to identify questions and create ideas that can guide them in the right direction towards accomplishment of corporate objectives and goals with ease and effectiveness. The organisation's development is only possible when the performances of workers improve, and they perform to their potential (Ghorbanhosseini, 2013). The improvement of organisational efficiency is made by developing team working skills, which is possible through laboratory learning as well. The development and growth of organisations are subjected to changes and this focus on the humanistic values of people working there and the organisation itself. There are many individuals associated with the organisation and are actively engaged in developing various new theories and con cepts to systematic analysis, which is useful for ensuring organisational development too (Kolb, 2014). Various components are considered during the laboratory training provided to the individuals and have been included in this report. The methodology of evaluation, development of theories, different kinds of learning that the laboratory procedures use, factors influencing the learning of individuals within laboratories (Nikolic, 2014). The methodology of evaluation identifies the various issues that are related to the organisation's development such as the objectives of the efforts put for developing the organization, initial states of the learning individual, initial stages of the organisation and how can the change happen within the organisation. The development of theories such as existential learning theory can be used to integrate the various findings of the empirical study and include the developmental spiral for enhancing the quality of cognition, improve clarity of identity and self-esteem for allowing the individuals to gather relevant experiences for managing growth and deve lopment of the organization (Nikolic et al., 2015). The laboratory training produces other learning approaches too for ensuring the changes like training and mentoring sessions for improving the capabilities of individuals to work within the company with ease and furthermore ensure faster growth and development of organisation as a whole too. There are evidences, which showed that the training sessions provided to individuals act as a progressive approach to enhance people's capabilities and enable increasing the motivation for better performances (Read et al., 2012). This would result in substantial changes and improvements in job performances as well as allow them to identify critical issues and resolve those properly easily. The laboratory learning activities strengthen and sharpen the abilities of individuals and create a sense of openness, respect, awareness among individuals, resolve cultural barriers and differences. This easily derives the operational skills from individuals, which can help in enhancing the business operations ' efficiency within the organization (Basadur, Basadur Licina, 2012). The cognitive style allows the combining both managerial participants and union to show their differential shifts and uses a concrete approach towards the influential expressive modes of generating thoughts and feelings. This could help the workers of the organisation to view the working environment more humanly and with a less impersonal approach for identifying work problems and develop a connection to meet the interpersonal needs as well (Cummings Worley, 2014). The laboratory learning has led to the empowerment of employees by developing interpersonal interventions according to the improvement of organisational efficacy and make individuals more capable of getting involved in discussion perspective, remain motivated and gather competence skills. This creates high potential of workers and allows them to create effective methods for influencing managerial behaviour too. The laboratory learning is provided to individuals for making them aware of their personal behaviours and how ca n it affect each other. It creates a sense of awareness and increases potential for one persons impact on others (Engbers et al., 2013). This can make them recognise themselves, understand their roles and responsibilities and obtain others' responses for getting back to their work with ease. The Johari window model is a useful tool for developing interpersonal communication among individuals, and the various concepts of this model can be integrated with laboratory learning for understanding the behaviours and its effects on others within the organisation. Communication is an essential element within the organisation for improving its productivity (Ghorbanhosseini, 2013). The laboratory learning has simulated the various actions undertaken by individuals and enabled them to make an evaluation and give reaction to others for doing certain experimentations, gathering learning experiences, assess the cause and effect in interpersonal communication (Kolb, 2014). Conclusion The topic discussed the various concepts of laboratory learning and its importance in ensuring the growth and development of organisation effectively. Organizational development is possible through enhancement of personal communication, understanding each others behaviours, considering each other's opinions and these are possible through laboratory learning. The laboratory learning manages proper employee empowerment and interpersonal interventions, which influences managerial behaviours as well as motivates the workers of the organisation and allow them to perform to their potential. The laboratory learning can also result in various changes and improvements within the organisation and make individuals working there gather enough skills to work with commitment and dedication and bring our desired positive outcomes. This would enhance the production level of organisation and ensure growth and development within quick time, thereby improving the business operations' effectiveness too. References Basadur, M., Basadur, T., Licina, G. (2012). Organizational development.Handbook of organizational creativity, 667-703. Cummings, T. G., Worley, C. G. (2014).Organization development and change. Cengage learning. Engbers, R., de Caluw, L. I., Stuyt, P. M., Fluit, C. R., Bolhuis, S. (2013). Towards organizational development for sustainable high-quality medical teaching.Perspectives on medical education,2(1), 28-40. Ghorbanhosseini, M. (2013). The effect of organizational culture, teamwork and organizational development on organizational commitment: The mediating role of human capital.Tehni?ki vjesnik,20(6), 1019-1025. Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. FT press. Nikolic, S. (2014, December). Training laboratory: Using online resources to enhance the laboratory learning experience. InTeaching, Assessment and Learning (TALE), 2014 International Conference on(pp. 51-54). IEEE. Nikolic, S., Vial, P. J., Ros, M., Stirling, D., Ritz, C. (2015). Improving the laboratory learning experience: a process to train and manage teaching assistants.IEEE Transactions on Education,58(2), 130-139. Read, J. R., Buntine, M. A., Crisp, G. T., Barrie, S. C., George, A. V., Kable, S. H., ... Jamie, I. M. (2012, October). The ACELL project: Student participation, professional development, and improving laboratory learning. InProceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference).

Rudyard Kipling Essay Example For Students

Rudyard Kipling Essay 1865-1936Rudyard Kiplings life, style, and writing are very interesting and itll be remembered for a long period of time, much longer into the 20th century. On December 30, 1865, Joseph Rudyard Kipling was born. Rudyard Kipling was born in Bombay, India. Rudyard Kiplings biological parents are John Lockwood Kipling and Alice Macdonald. As a child in India, he was quite happy. Kipling was very interested in Indian life (Twentieth Century British, 1537). It wasnt until at age six when he was sent to South Sea, England, where he felt insomnia, dillusional, and was not happy. Kipling suffered greatly from being away from his parents and under strict foster parents. He would later have nightmares about the five unhappy years staying at South Sea (Twentieth Century British, 1537). In school, Kipling didnt excel in studies but was a good swimmer. Kipling was tormented, humuliated, and made fun which was probably the reason why Kipling didnt excel in studies. In 1878, at age twelve Kipling went off to school at United Services College at Westward Ho!, North Devon. The college was not too expensive and was a very new, secondary school for Anglo-I ndians. This boarding school is where Kipling got his first chances at writing. He wrote and edited in the school newspaper. At United Services College, the seventeenth-century allegorist, John Bunyan, reviewed Kipling as a great student with potential. After school, Kipling moved to India, his homeland, where he became a journalist in 1882. In India he made his impact on the literary scene. He spent seven years as a journalist for the Anglo-Indian Newspaper, Civil and Military Gazette. He wrote columns and ballads for the Civil and Military Gazette. He studied the and observed Indian life while in India. After moving to back to England in 1889, Kipling later wrote Barrack-Room Ballads his reputation increased immediately. In England, Kipling married Caroline Balstier.After marrying, the Kiplings moved to Carolines property in Battleboro, Vermont, in 1892. In America, Kipling was paid five hundred dollars for a single poem and one hundred dollars per thousand words for Kiplings pros e from the Publisher, Scribner (Contemporary Authors, 217). In the middle of his stay at Vermont Kipling earned twenty five thousands dollars for his work in 1894 (Contemporary Authors, 217). Kipling wrote The Jungle Book and the sequel while in Vermont. The Kiplings attitudes were disliked by their neigbors. They were unwilling to adjust to American ways of living everyday life. They ended there stay in Vermont when Rudyard Kipling had a fight with his brother-in-law. They moved back to England in 1896. Kipling bought his permanent home in Burrwash , Sussex, in 1902. His Burrwash home would be his home until his death in 1936. He had by then gained a large crowd of people who appreciated his works and many fans. His works were collected in a published edition, and Kipling was still young and later would he would later write more stories that would be collected. When Kipling moved back to England he was only 37, so more stories and novel were to come in which Sussex would be the bac kground. In Sussex, he wrote Puck of Pooks Hill (1906) and Rewards and Fairies (1910). In 1936, Kiplings poor health was reported throughout the whole world foreshadowing his death. Kipling died from a fatal hemmorrhage two days after King George. His ashes were buried in poets Corner in West Minister Abbey. Many people believe Kiplings style died with him (Contemporary Authors, 217). Modern Literature gained its reputation, while Kiplings content and style went out of fashion (Contemporary Authors, 217). Kipling wrote 19th century in his short stories, novels, and poems. He used little symbolism. Kipling wrote adventure and with a didactic mind, which showed in his works (Contemporary Authors, 220). The survival of the fittest was in Kiplings vision of impearilism and British Life, and in his eyes, the love of animals was the law of the jungle (A Critical History of English Literature,1091). He mostly wrote on a defensive side. The skill of putting together a story was often excell ently done and noticed; using his past experience of being a journalist and sense of shape (A Critical History of English Literature, 1091). Great Teachers, Bad Students Essay

Enron Scandal Impact on Accounting Accounting has Essays - Economy

Enron Scandal: Impact on Accounting Accounting has been blamed for the losses sustained by Enron, as it allowed the company to hide details of its dealings from its investors, until the company's financial situation was so bad that the firm was forced to go bankrupt almost overnight. Enron's downfall has been characterised as "excessive interest by management in maintaining stock price or earnings trend through the use of unusually aggressive accounting practices." (Healy, 2003) As part of this, Enron used "mark-to-market accounting' for the energy trading business in the mid-1990s and used it on an unprecedented scale for its trading transactions." (Thomas, 2002) Under mark-to-market accounting practices, companies with outstanding derivative contracts or purchases on their balance sheets when accounts are being prepared must adjust them to "fair market value" (Thomas, 2002) As a result, predicted long term gains or losses on these contract are applied to the company's profit s immediately, similar to depreciation, or asset write downs. The main difficulty encountered when doing this for long-term futures contracts in energy markets is that "there are often no quoted prices upon which to base valuations. Companies having these types of derivative instruments are free to develop and use discretionary valuation models based on their own assumptions and methods, as Enron did." (Healy, 2003) Another accounting technique Enron used to hide significant debts was the use of special purpose entities (SPEs), which Enron took to "new heights of complexity and sophistication, capitalizing them with not only a variety of hard assets and liabilities, but also extremely complex derivative financial instruments, its own restricted stock, rights to acquire its stock and related liabilities." (Thomas, 2002) Enron also used these SPEs to hide details of assets which were excessively declining in value, thus avoiding having losses from asset write down and depreciat ion charges on the company books. This practice was applied to "certain overseas energy facilities, the broadband operation or stock in companies that had been spun off to the public." (Thomas, 2002) The accounting treatments around SPEs meant that the losses sustained on these asset write downs would not appear on Enron's accounts. Enron promised share issues to the investors in the SPEs to compensate them for taking these assets on but, as the value of the assets fell even further, Enron found itself unable to meet these commitments from share issues. These creative accounting techniques began to be suspected by investors in October 2001, when Enron several new businesses failed to perform as well as expected. Enron was hoping these new businesses would cover its losses on the SPEs but, in October 2001 the company was forced to announce a major series of write-downs of its own assets, including "after tax charges of $2.87 million for Azurix, the water business acquired in 1 998, $180 million for broadband investments and $544 million for other investments." (Healy, 2003) These write downs amounted to twenty two percent of the capital spent by Enron on developing its business between 1998 and 2000. In addition, Enron sold Portland General Corp., the electric power plant it had acquired in 1997, for $1.9 billion, at a loss of $1.1 billion over the acquisition price. (Healy, 2003) The losses incurred as a result of this caused investors to question whether Enron's strategy was feasible in the long tem, and in markets other than derivatives. In summary, whilst the accounting concepts and strategy underlying the gas derivatives trading was a reasonable attempt to produce value for investors, "extensions of this idea into other markets and international expansion were unsuccessful." (Healy, 2003) However, whilst the mark to market and SPE accounting techniques used by the company helped hide this fact from investors, the stock markets as a whole were guilty of "largely ignored red flags associated with Enron's spectacular reported performance" (Thomas, 2002). This aided and, in the eyes of the management at Enron, vindicated the company's expansion strategy by allowing Enron access to plenty of capital cheaply and easily. As such, accounting cannot be entirely blamed for the losses sustained by investors, as the investors themselves simply assumed that the value Enron appeared to be generating "would be sustained far into the future, despite little economic basis for such a projection."

Free Essays on By the Waters of Babylon

By the Waters of Babylon By the Waters of Babylon† is a fantasy title taken from Psalm 137 in the Bible. The Psalm tells of the Israelites’ great sorrow over the destruction of their temple in Jerusalem (Zion) and the enslavement of Babylon. The Psalm opens â€Å"By the waters of Babylon, there we sat down and wept, when we remember Zion.† Steven Vincent Benet, a Spanish writer, that remembers the destruction and the reconstruction after a war, wrote this story with the purpose of warning the human race. This story was written in the midst of World War II, when Nazi Germany, the Italian and Japanese Government were bent on worldwide conquest. Since it was written before the invention of nuclear weapons, we can only guess that the demise of civilization occurred as a result of some type of chemical or biological usage in warfare. In his vision, he saw how civilization was to change in comparison to the twentieth century. The new culture is a culture of innocence and renewal, since people have returned to the simple ways of long ago. The economy is underdeveloped and the technology that existed from the past. The people of this new culture have no idea how to used or make-work. In the story, John of the Hill People is on a quest. This quest he is reaching for knowledge of the gods The same time he is hoping to discover the spiritual aspect of it is self that will help him understand the role he is called upon to take when it is his turn to help his people. Many times during his quest like any human his feeling will show in a form of happiness and optimism. The fear is shown on his verse of the dead â€Å"Now I go to the place of the gods, I shall not return. My body is painted for death, and my limbs are weak†, but this fear will give him strength to continue on his quest. In this narrative the author Benet includes many descriptions that make this story vivid and real, the statement made by John, â€Å"It should have b... Free Essays on By the Waters of Babylon Free Essays on By the Waters of Babylon By the Waters of Babylon By the Waters of Babylon† is a fantasy title taken from Psalm 137 in the Bible. The Psalm tells of the Israelites’ great sorrow over the destruction of their temple in Jerusalem (Zion) and the enslavement of Babylon. The Psalm opens â€Å"By the waters of Babylon, there we sat down and wept, when we remember Zion.† Steven Vincent Benet, a Spanish writer, that remembers the destruction and the reconstruction after a war, wrote this story with the purpose of warning the human race. This story was written in the midst of World War II, when Nazi Germany, the Italian and Japanese Government were bent on worldwide conquest. Since it was written before the invention of nuclear weapons, we can only guess that the demise of civilization occurred as a result of some type of chemical or biological usage in warfare. In his vision, he saw how civilization was to change in comparison to the twentieth century. The new culture is a culture of innocence and renewal, since people have returned to the simple ways of long ago. The economy is underdeveloped and the technology that existed from the past. The people of this new culture have no idea how to used or make-work. In the story, John of the Hill People is on a quest. This quest he is reaching for knowledge of the gods The same time he is hoping to discover the spiritual aspect of it is self that will help him understand the role he is called upon to take when it is his turn to help his people. Many times during his quest like any human his feeling will show in a form of happiness and optimism. The fear is shown on his verse of the dead â€Å"Now I go to the place of the gods, I shall not return. My body is painted for death, and my limbs are weak†, but this fear will give him strength to continue on his quest. In this narrative the author Benet includes many descriptions that make this story vivid and real, the statement made by John, â€Å"It should have b...

E-Logistics Essay Example | Topics and Well Written Essays - 1000 words

E-Logistics - Essay Example But this is not possible in reality. As e-business (e-commerce) develops there is an evolution in the logistical services offered by companies (Beebe, n.d.). E-logistics is a system of ‘automating logistic process’ that provides an integrated, end-end completion of services and supply chain management of services to players, who perform logistic practices (Zhang & Et. Al., n.d.). The development of logistics comes under three categories such as military logistics, business logistics and e-logistics. Nowadays, e-logistics has become the most modern concept in the logistics industry. It can understand and recognise the utility of electronic technology, automation as well as network technology (Weixi & Jian-Jun, n.d.). 2.0 Reason for Emergence of E-Logistics and Its Distinguishing Factors E-logistics signifies a process of acquisition and storage of goods and services and also the products’ and goods’ movement and their information in an appropriate manner wit h best service and lowest cost. The competitive environment has enabled e-logistics to function more effectively. Customers are provided best services with the help of e-logistics. Due to e-logistics, the products are delivered with better quality, reduced costs and shorter lead time. Companies can gradually organise their operations in synchronised time and make the information available according to customer’s needs and the products can also be prepared in time. Customers require not only latest information, but also immediate information regarding the place and disposition of the entire productive assets. They expect to have the information of the location of the asset with available transportation facilities. Based on this present situation, logistics is becoming chief enabler of ‘real-time response’ to the needs of customers. It is becoming tools which create space for important cost reduction. Overall financial perspective drill benefits from improving in v arious areas. E-logistics is advantageous for a company to investigate its internal resources as well as collective resources of vendors, suppliers, customers and buyers. The emergence of e-logistics represents challenges and opportunities for a company. Information need to be passed through both organisational boundaries as well as distances that split and span the whole enterprise. The power of E-logistics is present in its ability while bringing together former unlinked information access to the entire supply chain production and for developing effective tools in order to handle complex flow of information as well as materials (Jovovic, 2010). The challenges faced by e-logistics include limited retailing experience and in certain cases volume of return is not definite (Sarkis, 2011). E-logistics is an outgrowth of e-commerce revolution. As the information is gathered rapidly, a company can develop the logistics service with low cost (Business Week, n.d.). E-logistics leverages th e power of internet and other wireless technologies in order to provide vital information to supply chain participants. It also offers extraordinary levels of visibility across the entire supply chain. Emergent e-logistics solution providers as well as service companies are blowing into this prospect. They are tapping by means of addressing logistics issues which includes supplier selection, order fulfilment, asset utilisation, inventory management, order visibility and pricing (Beebe,

Project management week 10 Essay Example | Topics and Well Written Essays - 250 words

Project management week 10 - Essay Example Terry should have better prepared the presentation by critically considering his audience. In event that he lacked the technical engineering knowledge on engineering, he should have enlisted help in preparing a highly professional presentation appropriate for his target audience. Terry should have also introduced the main points in the presentation within the first few slides to avoid confusion and questions before the end of the presentation. Gallo acknowledges the role of intelligent responses during a presentation (Gallo, 2009). Terry should have taken a different approach in navigating the audience’s questions. While having answers is essential, a professionally request to get back to the audience following a consultation is acceptable in events where the answer is not readily available (Brusino, 2008). Therefore, Terry should have replaced his anger with professional rationalism. Following Terry’s departure from the room, the team manager should have performed immediate damage control. He should acknowledge Terry’s behaviour and apologise to the audience. The anger should take over the presentation if conversant with the information. However, rescheduling the presentation for a later date is a rational approach. In performing the presentation, I would have focused on a few things to convince the engineering audience. The presentation would be audience centred. The content would reflect technical engineering details rather than business details as it targeted the engineering group. Moreover, the questions would be responded to rationally without any bouts of

Evaluate Inclusive Practices for Children with Special Needs

Evaluate Inclusive Practices for Children with Special Needs According to Ainscow et al. (1999:1) the Green Paper Excellence for All Children and the follow-up document Meeting Special Educational Needs: A Programme of Action place inclusion at the centre of policy and practice and politicians now emphasise their commitment to social justice and inclusion rather than competition. This new mood has facilitated an increased demand for mainstream schools to include children who would have in the past been sent to special schools (Thomas et al. 1998:1). There are a number of strategies that schools and parents can adopt to enable all children to be accommodated in an inclusive setting and make learning a more enjoyable experience. Inclusive practices adopted in mainstream settings focusing on secondary schools, will be critically evaluated in the following paragraphs using specific case studies to inform the analysis. Obstacles which hinder effective practice and policy will also be examined. History of Inclusion According to Walker (2009:3), during the 1980s and 90s, new special schools were given much investment to meet the needs of those with learning difficulties and physical disabilities. The justification for this approach was that mainstream schools could not provide these children with additional support needed. However, there has been a clear shift in thinking since the beginning of the 21st century with many secondary schools closing or merging with mainstream schools. Champions of this development have asserted that the social element of education is critical to all children and that childrens learning requirements are best met in an inclusive setting. Consequently, mainstream schools have developed a number of strategies to help cope with the requirements of children with special educational needs and they have to demonstrate that they are addressing the educational needs of all their pupils. Additionally, since September 2008, all schools have added a Special Educational Needs Coordinator (SENCO) to their Senior Leadership Team (SLT). Defining Inclusive Education According to Stubbs (1998:1) inclusive education is a strategy contributing towards the ultimate goal of promoting an inclusive society, one which enables allà ¢Ã¢â€š ¬Ã‚ ¦to participate in and contribute to that society. Difference is respected and valuedà ¢Ã¢â€š ¬Ã‚ ¦ Thus, inclusive education is child-centred, acknowledging that children are individuals with different learning requirements. As well as improving schools, inclusive education increases awareness of human rights and reduces discrimination. According to the Centre for Studies on Inclusive Education (CSIE, 1996, cited in Thomas et al. 1998:15) an inclusive school is community based; is not exclusive or rejecting; is barrier-free; is accessible to all members both educationally in terms of curricular and physically in relation to buildings; and promotes collaboration between other schools and all those involved in the childs welfare (Thomas et al. 1998:16). Ainscow (2005:15) asserts that inclusion is characterised by four key elements. The first one defines inclusion as a process. In other words, inclusion is an endless search to find better ways of responding to diversity. Here, differences are viewed as a stimulus for cultivating learning for children. Secondly, inclusion focuses on identifying and removing barriers. This involves collating and analysing information from a range of sources so as to plan for improvements in policy and practice. Thirdly, inclusion is concerned with the participation, presence and achievement of all students. Children must frequently and punctually attend school, their views must be listened to and acted upon and they must be provided with the tools for achievement in learning across the curriculum. Finally, inclusion focuses on those groups of children who may be a risk of exclusion, marginalisation or underachievement. This involves careful monitoring of those statistically most at risk and a commitmen t to ensuring their presence, participation and achievement in mainstream schools. However, Ainscow (2005:14) asserts that there is still confusion about what inclusion actually means which is rooted in central government policy statements. The term social inclusion has been associated primarily with improving attendance and reducing exclusions. The concept of inclusive education on the other hand, has appeared in most national guidance in connection with the rights of individual children identified as having special educational needs to be educated in mainstream schools. More recently, Ofsted has introduced the term educational inclusion, noting that effective schools are inclusive schools. The minor differences between these ideals, contributes to a lack of common understanding amongst stakeholders and leads to subsequent difficulties in implementing educational reform (Fullan, 1991, cited in Ainscow, 2005:14). Defining Special Educational Needs According to DirectGov (2010:1) the term special educational needs refers to children who have learning difficulties or disabilities that make it more difficult for them to learn than most children of the same age. According to Frederickson and Cline (2002:35) a child has a learning difficulty if they have a far greater difficulty in learning than most pupils of a similar age and have a disability which hinders them from being able to make use of school facilities of the kind provided to pupils in schools in the local authority area. According to Topping and Maloney (2005:3) the old system of categorisation of children located the problem within the child, conceiving it is as a deficit in the individual, and applying a medical tool as if learning difficulties were some kind of disease with labels such as educationally subnormal being applied. However, from 1980 onwards political pressure from disability groups had begun to change societal values and pathological models were replaced by social and educational models of disability, which acknowledged that educational difficulties are dependent upon the educational context in which the child is situated, and the of quality teaching they receive. However, although inclusive discourse encompasses ideas that appear to be contrary to the medicalisation of special educational needs, evidence reveals that this is not a message that has been delivered effectively to pupils leading to the discriminatory treatment of children who are not obviously different from so-called normal children. According to Abberley (1987, cited in Florian et al. 2006:38) the medical model sees difference in relation to disease and endeavours to quantify individual impairments in terms of implications for standard treatments. Oliver (1990, cited in Florian, 2006:39) argues that educational assessments have historically identified the particular dysfunctional characteristics of a child in order to prescribe treatment. Inclusion on the other hand, views children with special educational needs as valued members of society who are totally normal people who just happen to have these extra differences. All schools in the UK have a register of pupils with special educational needs which holds details of pupils learning needs and includes information regarding any emotional and behavioural difficulties they are experiencing. This information goes towards the development of an individual education plan (IEP), which outlines learning targets for staff to include in their teaching (Visser, 2000:8). The biggest increase of special educational needs in mainstream school has been for children presenting learning difficulties. However, teachers express most concern about pupils with emotional and behaviour difficulties perhaps because they are viewed as most likely to damage the education of their classmates as well as being most stressful for the teacher. It is also evident that some children who are perceived to have special needs in one classroom are not necessarily seen as having special needs in another. Moreover, teachers tend to perceive learning difficulties more readily in children of South Asian origin (Topping and Maloney, 2005:6). Inclusive Practice in Secondary Schools So far, this paper has outlined the historical development of inclusion and provided a definition of inclusive practices and special educational needs. The following paragraphs will illustrate how inclusive practices can be used effectively in mainstream secondary education, using specific case studies as examples. According to Ainscow et al. (1999:2), as a result of half-day conferences with key stakeholders including parents and pupils, it was concluded that there are a six inter-connecting themes which are critical to the development of more inclusive practices within LEAs, which include policy development; funding strategies; processes and structures; the management of change; external influences and partnerships. There was general support for the view that an LEAs policy for inclusive practice should contain a review of future basic principles; capable of being applied to other policy areas; clear, despite differences of opinion between stakeholders; and supported by central government. Funding was perceived to be a significant factor in creating more inclusive arrangements. Across the LEAs, there was great disparity of funding between the most and least needy schools which influenced the extent to which each school was able to meet the needs of their pupils without external support. Hence, it was felt that LEA funding policies would facilitate progress towards inclusive practice and contribute towards more coherent funding strategies (Ainscow et al. 1999:2). In relation to processes and structures, it was felt that existing arrangements could inhibit inclusive practice and so there was an identified need to set up various interim arrangements to help move things forward. For example, some LEAs viewed the work of classroom assistants as integral to inclusive practice. Others felt that this arrangement led to further segregation within mainstream schools. Some LEAs had set-up training for classroom assistants and for teachers on working with another adult in the classroom (Ainscow et al. 1999:2). The conference revealed a strong feeling that management processes should be reviewed. It was identified that there are frequently dilemmas arising in decision-making amongst officers, advisers, educational psychologists and parents because they all have their own interpretations of what inclusive policies mean. This requires closer scrutiny so that there can be closer agreement between all those involved in the childs welfare (Ainscow et al. 1999:3). There was considerable focus on the importance of partnership working with particular reference to the role that LEA support services can play in cultivating effective partnerships with parents. It was considered crucial for there to be good communication between teachers and parents in order to iron out differences and misunderstandings. This view is supported by Beveridge (2005:95) who adds that in order for reciprocal support to occur, communication must be underpinned by mutual trust and respect if it is to be regarded as a genuine partnership. Appleton and Minchoms (1995, cited in Beveridge, 2005:95) empowerment model, focuses specifically on promoting parental control and highlights the need for professionals to tailor their involvement in ways that are responsive to the needs of individual parents and families. At a classroom level, there are a set of conditions which form the foundation of inclusive education for pupils with learning difficulties. Such conditions include: an opportunity for pupils to participate in the decision-making process; a positive attitude about the learning abilities of all pupils; teacher knowledge about learning difficulties; skilful application of specific instructional techniques; and parent and teacher support (Tilstone et al. 2003:22). However, Tilstone et al. (2003:22) assert that a positive attitude alone is not sufficient to achieve inclusive education. If a teacher is unskilled, regardless of how open-minded they are, they will fail to provide adequate education for pupils with special educational needs if they are unsupported. Similarly, skill in the various teaching methods needs to be supplemented with knowledge of pupils learning difficulties and the belief that such pupils can learn. Ainscow (1999:4) has observed that teachers who appear to be effective do pay attention to certain important aspects of classroom life. They recognise that the initial stages of any lesson are crucial to help pupils to understand the meaning of what is about to occur and they help children to recall previous experiences to which new learning can be related. They also acknowledge that the two most important resources are themselves and the children. Thus, pupils are frequently encouraged to think aloud, either with the class as a whole or as a result of the teachers questioning. However, in order for teaching methods to be truly effective much of it needs to be directed at the whole class. According to Ainscow (1999:5) individualized responses, based on systematic programmes of intervention, are now a thing of the past and the planning frame now needs to be directed at the whole class. When integration efforts rely on importing practices from special education they are likely to lead to new forms of segregation within mainstream settings (Fulcher, 1989, cited in Ainscow, 1999:5). English schools have experienced a significant increase in largely untrained classroom assistants who work with vulnerable children and their individualized programmes in mainstream education. When such support is withdrawn teachers feel they can no longer cope (Ainscow, 1999:5). Another important aspect of inclusive education is to ensure that all pupils have access to the National Curriculum. According to Rose (2003:28) the introduction of entitlement of all pupils to a curriculum which is broad and balanced has enabled a widespread recognition that all pupils have a right to receive a curriculum which contains some common elements. Pressure to apply the national curriculum has meant that a number of schools have addressed the ten subjects in such a way that the importance of the extra curricular elements has been diminished. Therefore, establishing a balance so that those with special educational needs can benefit, may demand that greater emphasis is placed on subjects that lie outside the core curriculum (Rose, 2003:32). In the Dearing Review of the National Curriculum in 1994, Richard Byers wrote pupils personal and social development: the cross curricular skills, themes and dimensions; methodological and practice-related notions like group work and prob lem solving must continue to be seen as of prime importance (Byers, 1994, cited in Rose, 2003:32). Improved formative assessments, according to Black and Williams (2001:3) are another way of ensuring a more inclusive environment for children with special educational needs. Many studies show that improved formative assessment helps low attainers more than the rest, and so reduces the spread of attainment whilst also raising it overall. One investigative study devoted to students with learning difficulties revealed that frequent assessment feedback helps both groups enhance their learning (Fuchs et al. 1997, cited in Black and Wiliams 2001:3). So far, this assignment has focused on the ways in which mainstream schools can successfully implement inclusive education. The following paragraphs provide some examples of the way in which inclusive practice has been introduced in mainstream secondary schools. Elias et al. (2002:1) conducted an in-depth case study of an effective inclusive school in the south west of England. The findings revealed a number of positive results. Respondents expressed positive attitudes towards inclusion to the extent that the general school ethos could be viewed as inclusive. To illustrate: students with special educational needs were not excluded from any activity in their class, there was very little withdrawal from lessons with most support provided in-class, all pupils participated in the mainstream life of the school, and there was a heavy focus on terminology and language with curriculum and learning support being replaced by SEN. Additionally, parents were exceptionally pleased with the communication they received from the teachers and the students with SEN who had been integrated benefitted academically. It was not clear whether they benefitted so much socially although this might have been because they had to take a bus and had less opportunity to b uild friendship out of school hours. School participants were pleased with the way that the physical environment was restructured and professionals felt personal satisfaction in implementing inclusive practice. However they did feel that the policy should be LEA-wide rather than restricted to a few schools. As the deputy head commented because we have a very good reputation for including students with additional needs, we have got the label that the school is good for SEN, and that is not the label that we want because we are losing the brightest of the students locally. Another example of a successful inclusive school is Hillbank, a state Secondary High school that serves a poor area in the North of England.  Ã‚   Reportedly, an estimated quarter of the local population draw some form of welfare assistance there (Ainscow and Kaplan, 2005:1). Ainscow and Kaplan (2005:1) collaborated with a group of sixteen year old students to record their views of the school in the hope that it would bring them deeper insights into what happed in the school.   Generally speaking, the students made a number of positive comments about the school and its inclusive practices, and this was supported by the impressions given by staff who also confirmed that the school had a good reputation in the local community and achieved good grades (Ainscow and Kaplan, 2005:1).   However, they did indicate that there were a number of aspects that made the school a less welcoming place. The students argued that the best and worst students were exempt from certain rules, leaving those in the middle, sometimes feeling unfairly penalized (Ainscow and Kaplan, 2005:1). Students also felt it was difficult to outlive a poor reputation in the school, even when pupils changed their behaviour and improved their academic performance. One student exhibited frustration at feeling that the teachers sometimes picked on the pupils and asserted that if you had a bad reputation one year, the teachers would still hold a grudge against you and make you feel that it was impossible to do anything right the following year (Ainscow and Kaplan, 2005). The above case studies are an illustration of the way that some schools have managed to implement inclusive practices effectively. However, the last case study especially, shows the importance of gaining the perspective of students in examining inclusive schools if one is to go beyond literal interpretations of inclusion. It also has the added benefit of allowing the students to feel that their voice is important (Ainscow and Kaplan, 2005:1). As Ainscow and Kaplan (2005) assert, inquiry based approaches can be a powerful way of stimulating the development of inclusive practices and evidence provided by students can be a powerful lever for change although this does depend on forms of leadership which encourage a willingness to address the challenges that emerge as a result of listening to the voices of young people. Obstacles An analysis of the previous paragraphs shows that there are clearly a number of practices and policies that can be introduced for a school to become sufficiently inclusive. However, there are a number of challenges that schools can face in order to fulfil the criteria needed to become an inclusive school. According to Evans and Lunt (2002) the conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. Elias et al. (2002:1) assert that the introduction of performance tables and the pressure to raise standards means that pupils with special educational needs may not be welcome in schools. The authors therefore debate whether education can be separated from the social, cultural and political context in which the school is embedded. Another issue is associated with a lack of resources within schools. Teachers often cite a lack of resources as a barrier to mainstreaming pupils with special needs. Sufficient and appropriate expert practitioner time, appropriate physical space, and the required learning and teaching materials have also been perceived to be lacking in a number of mainstream schools (Topping and Maloney, 2005:11). There is a plethora of research evidence which points to the fact that everyday practice of assessment in classrooms is beset with short-comings. Although teachers have a conscientious approach to marking they frequently fail to provide guidance on how work can be improved. Instead, marking often appears to reinforce underachievement by being too generous or unfocused and inadequate information of the pupil received by the teacher is insufficiently used to inform subsequent work (Black and Wiliams, 2001:3). There are intrinsic dangers associated with using specialist support in inclusive schools and this is evident through Depeller et al. (2005:117) analysis of Australian secondary schools where inclusive education provision relies heavily on specialist support from outside the classroom. Students with special educational needs are taught within the mainstream classroom and additional specialist services such as counselling, special education teaching and psychological assessment are required to support their placement. This type of support usually relies upon a diagnostic- prescriptive viewpoint whereby the specialist plays a central role in shaping practices. This approach can serve to marginalize pupils even further. Thus, the authors suggest that a prospective alternative may be to shift the focus from the students who are different, to the community of learners in the school. This approach uses collaborative practices to support inclusive ideals and grounds improvement efforts in c hanges in teachers knowledge as well as the cultural and organisational conditions of the school. It is important that teachers be aware of the dangers of pathologising educational difficulties as inherent within students, even when those same difficulties are employed effectively to interrogate some aspects of school practice (Ainscow, 2005:13). This is not only relevant to students with disabilities but also of those whose socioeconomic status, language, race, and gender renders them problematic to particular teachers in some schools. In view of this insight, it is necessary to develop the capacity of those within schools so as to challenge deeply ingrained deficit views of difference, which define certain types of students as lacking something (Trent et al. 1998, cited in Ainscow, 2005:13). As Ainscow (2005:14) asserts, even the most advanced teaching methods are likely to prove ineffective in the hands of those who subscribe to a belief system that views some pupils, at best, as disadvantaged and need of fixing, or worse, as deficient, hence, beyond fixing. An analysis of individual types of special educational needs reveals an understanding of how a commitment to inclusive practice can present challenges in mainstream settings. According to Wender (2000:10/11) ADHD is characterised by a range of learning disorders, shortness of attention span and hyperactivity. However, there are a number of external influences that could impact on a normal childs emotional status and behaviour which may result in them displaying behaviours with ADHD. According to the journalist Garner (2008:1) an independent Royal Commission is being called by teachers to examine why a number of children in Britain seem to be so unhappy. One theory proffers that family breakdown and social dysfunction are detrimental to the educational attainment of children and the performance of schools and colleges. Moreover, more and more pupils are resorting to suicide because of academic, social and peer pressure and the Governments obsession with standards, performance targets and testing. The implications of this finding are that if teachers are to be truly inclusive of children with special educational needs they need to try and gain a full understanding of where these needs originate from and not just assume that because children convey a certain set of systems, that it has a specific medicalized cause as the wrong diagnosis can inevitably lead to the wrong treatment and misguided teaching practice. Conclusion In conclusion, a critical evaluation of inclusive practice for children with special educational needs in secondary mainstream schools has revealed that there are a number of strategies that can be employed both at a policy level, and in classroom teaching practice that can contribute towards effective inclusive schooling. These include improved funding mechanisms and management processes; better communication and partnership working with parents and children; a positive attitude and appropriate skills held by teachers; full involvement in curriculum subjects; and improved formal assessments. An analysis of some case studies within secondary schools has also revealed the importance of taking seriously childrens viewpoints in order to inform future inclusive practice. However, there are a number of obstacles that schools face in implementing inclusive practice. The conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. There are also complaints from teachers about the lack of resources available and everyday practice of assessment in classrooms is beset with shortcomings. In addition, there is a danger of placing too much emphasis on outside specialist support which could marginalize pupils even more. Nevertheless, the case studies of inclusive practices in secondary mainstream schools do clearly show that inclusive school development is a social process and clarify the importance of engaging with different views on schools practices and policies. Thus, if educational commentators continue to collect these different forms of evidence, this may enable them to analyse barriers to learning and participation and make thoroughly informed recommendations for future inclusive practice.