Tangible Property Rights

Week Five Team Assignment: Tangible Property Rights Jo Darling, Mark Plenty, Chantile Smith, Chante Strickland LAW/531 April 15, 2013 David Cheatham, J. D. Week Five Team Assignment: Tangible Property Rights Tangible property is property that is seen and touched outside of fixtures (University of Phoenix, 2010). † Tangible property includes physically defined property such as goods, animals, minerals â€Å"(University of Phoenix 2010). The laws in the United States of America provides property owner rights of protection of their assets (University of Phoenix, 2010).In essence, any organization has an implied right to safeguard tangible property from damage or thief, and this is an organizational responsibility. Therefore, a comprehensive strategy by managers must assess the risks associated with doing business in their industry. This is never more apparent than in automotive retailing, tangible property on location can valuate to millions of dollars. Obviously, a coalition tha t includes a financier, attorney, accountant, and insurance agent would identify areas of concern and present remedies related to the full scope of the business.The common aspect of procuring a strong property and casualty insurance policy is mandated, and regulated. This is the most basic protection management can institute. Moreover, other meticulous methods designed to protect tangible property must be addressed. This composition will confront three issues tantamount for managers to consider, for the success of protecting its tangible property at an automotive store. Tangible Property Protection Plan Tangible property protection requires six perspectives that managers should consider when formulating a plan to protect its tangible property.Broom  (2008) indicates that the areas pertinent to a comprehensive plan are as follows: operations; reputation; regulation; legal; liquidity; and human element. The focus of this submission will discuss inventory, equipment and information. Automotive Inventory The vehicles on a car lot are considered to be the store’s most important tangible property. This inventory can be appraised to be upwards of millions of dollars relative to the size of the inventory. Management would do well to fence off the property to deter theft and vandalism. Of the $17 billion lost by victims of property crime in the United States in 2003, over $8. 6 billion (roughly 51 per cent) was the result of auto theft (FBI) 2004,† (â€Å"The key to auto theft,† 2006, p. 2). Furthermore car stereos, antennas and other accessories are subject to damage or theft if left unprotected (â€Å"The key to auto theft,†Ã‚  2006). Another aspect in this area is controlling access to the keys of the vehicles on the property. It is important to have a system that requires every sales and service person to log use.This means that activity for demonstration rides, merchandising the lot as well as maintenance and repairs need documentation . Many car thieves have obtained illegally, access to keys on the property. â€Å"They related stories about stealing keys from lock boxes that were attached to vehicles’ windows at car dealerships† (â€Å"The key to auto theft,† 2006, p. 919). Automobile Dealership Equipment Managers at a car dealership will find implementing a comprehensive maintenance program on equipment could increase efficiency and productivity.The prime area of consideration if it has one, is the service department. Broome (2008) relates possessing equipment that is state of the art, well maintained or in some cases replaced will reward the organization by increasing performance and reducing down time while enhancing the bottom line. Service will counter sluggish sales and leasing and provide stability when economic conditions cause older vehicles to be in use longer. Moreover, management should establish maintenance schedules on mechanical equipment and require a systematic system for pl acement of all tools.Detailed oral and written reports and firsthand observation should reveal the true value of the service department’s stock in trade. This should prompt managers to follow through and make decisions in a timely fashion for equipment replacement. Protecting Tangible Information Important tangible property at an automobile dealership also consist of copies of financial information, customer contract, and credit information. These records include both manual and electronic data, and management must provide a haven for storage.Therefore a safe located on the property fire and water resistant could preserve documents. On the other hand, provisions could also be made for storage of records away from the property. Electronic files on the local area network should have back up protection in the event of system failure (Broome, 2008). Conclusion Tangible property rights is the foundation granted by law that facilitates asset protection. Management has a duty to tak e initiatives that recognizes risk factors. The next step is to devise plans to mitigate the risk.However, a plan is only a good device unless executed (Broome, 2008). References Broome, J. T. (2008, September). Six steps to lower risk. Playthings, 106(8), 1-16. Chapter 4 reserve reading Cheeseman, H. R. (2010). Personal property and bailment [University of Phoenix Custom Edition eBook]. : Pearson education. Retrieved from University of Phoenix, LAW/531 website. Criminal, B. J. (2006, March). The key to auto theft. Advance Access Publication, 46(), 917-934. http://bjc. oxfordjournals. org. ezproxy. apollolibrary. com/content/46/5/917. full. pdf+html

Toll Roads

One day my mother an I were driving to one of my football games. When we were about to arrive there was a little toll booth that read, â€Å"Two Dollars†. We couldn’t find any money so we decided to run it. The fine was fifty dollars. I believe we should take out toll roads because they can cause a lot of conflict with people. One reason why we should take out toll roads is because they can cause traffic. People have jobs and may have to take toll roads to get to them.Say a man is looking for money in his wallet, it may take a while and hold up people behind him. Many people will be late for work and may lose their jobs. Another reason why is because thousands of people in California are unemployed. Usually toll roads are two dollars, but it can vary. People don’t have much money do be paying for toll roads especially if you have to use one daily. You can buy a card but that leads to my next reason.If someone is leaving their house in a hurry they can forget thei r wallet which would either contain money or their toll pass. When they reach the toll road they would probably have to run it. Then they get a fine. This can cause much conflict with people. Many people may say that people work hard on the roads and they get a satisfying drive. But if you don’t have money or forget your toll pass then you’ll be in trouble. I believe that we should take out toll roads.

Differentiate Between Management and Leadership

Individual paper: Differentiate between management and leadership. Be specific 1. Describe the roles and responsibilities that organizational managers and leaders play in creating and maintaining a healthy organizational culture. 2. ————————————————- Recommend at least two strategies that organizational managers and leaders can ust to create and maintain a healthy organizational culture. Support your concepts w/the concepts discussed in class. Management and leadership both play an important role in the success of a company.However, each role has a different function and in order to be successful in either position, you must have a clear understanding of what each role entails. This paper seeks to provide an understanding of the difference between management and leadership positions. It will expound on the role and responsibilities of each position because often times the t wo are viewed as having the same function. Managing a company is the process of moving the company forward implementing identified goals and objectives. Managing is the process of planning, organizing and allocating the necessary resources to accomplish these goals and objectives.He/she will be responsible for developing control mechanisms to motivate employees, measure the companies achievements, as well as ensure projects and operations are run efficiently, cost saving, and effective. 3. Leadership is more abstract when considered separately from management. Leadership is guiding a person or group toward the best results. It is having sound understanding to determine and ability to articulate visions and goals. Leadership is in par with management, but takes on precedence for strategic management and long-term success.

Masters Academic Writing Skills Essay Example | Topics and Well Written Essays - 750 words

Masters Academic Writing Skills - Essay Example Ann Morrow Lindbergh in her work affirms, â€Å"Writing is thinking, it is more than living, for it is being conscious of living.† This is a clear indication that for good academic writing, great thinking was vital and it can be a source of living when employed rightfully (Coffin & Curry 2003). It is important to note here that good writing is passion and determination, and on the other hand it is a chastisement for others. It depends from your personality and your proficiency in a particular field of study and one’s field of interest. For quality academic writing, one have to understand that to achieve a conversance in this occupation a person should follow some rules and guidelines for good quality and well-reasoned research work. This paper therefore illustrates these skills vividly outlining their importance of the skill for good academic writing (Casanave 2002). Academic writing considers the outcome of a process involving investigation on some topic together with a diligent deliberation on the topic. This process aims at demonstrating and explaining deeply the purpose of the investigation of the topic in order to draw a viable conclusion. The investigation of a topic enables a reader to understand the standpoint of an argument that is considered credible for sound reasoning. The task of writer is to research the theme which is reinforced by some objective confirmations and logical evidences (Chin, Reid, Wray and Yamasaki, 2013). All facts which a writer uses are to be supported by past scientific researches or other authentic sources (Castle 2010). Firstly, the writer should master reading and researching skills. Any research starts with the literature outlook and scientific work diagnoses. As Chin, Reid, Wray and Yamasaki (2013) mention, a writer gains better understanding of the topic through exploration of then complicated and intricate literature. A good example of academic writing goes through proper comprehension in the

Management Decision Making Essay Example | Topics and Well Written Essays - 2500 words

Management Decision Making - Essay Example This paper elucidates the problems faced by organisations while preparing the budgets. Table of Contents Table of Contents 3 1.0 Introduction 4 2.0 Issue associated with consolidation of balance sheet items of subsidiaries for large organisations 4 3.0 Impact of errors in consolidation of multiple subsidiaries on performance of organisation 5 4.0 Issue of unrestricted use of top down or bottom up budgeting process 6 5.0 Impact of unrestricted use of top down or bottom up budgeting process on organization performance 8 6.0 Issues like the failure to follow up and analyze variances 8 7. Impact of the failure to follow up and a analyze variances on organisational performance 10 8. Issue of lack of clarity in the budgeting process 12 9.0 Impact of lack of clarity on organisational performance 13 14. Conclusion 14 Reference 15 1.0 Introduction Processes of budgeting and organisational performance are linked intrinsically. The budgets are like self restricted mechanism. This self restricti on limits the chances of exceeding the limits set of for expenses, investment and over head costs. Most of the time the organisations are far apart from achieving the target set in the budget. This may not be due to the incompetent nature of the organisation for which it is unable to stick to what is prescribed in the budget. The reason is due to the faulty budget estimates. More specifically due to inability to filter the various problems and issues that arise while preparing budgets. The present research study tries to explain the issues associated with budgeting process and its impact on the organisation performance. The issues are first identified and the impacts associated with that issue is explained with suitable examples. 2.0 Issue associated with consolidation of balance sheet items of subsidiaries for large organisations Large organizations which have various strategic business units and subsidiaries and spread across different countries face problem when consolidations oc cur. Large companies while preparing the annual budgets have to consolidate the annual statements of the various subsidiaries and the strategic business units (Binkert and Jose, 2006). This consolidation involves transferring the liabilities and the assets of the subsidiaries into the accounts of the mother company. Most of the errors occur in this consolidation process. The problem gets multiplied when the subsidiaries are located overseas and are dealing with different currencies. 3.0 Impact of errors in consolidation of multiple subsidiaries on performance of organisation When subsidiaries are located overseas, then the consolidation of the balance sheet items needs to be done in parlance with the exchange rate. Now the currency exchange rate is prone to change and not static in nature, so the actual budgeting process may commence 2 months ago (Folscher, 2006). By then the consolidated balance sheet is reflecting the value of the assets and liabilities calculated at the exchange rate then. Although the present exchange rate might have moved up or have gone down. If the projections need to be done about the future value of the assets and liabilities in the balance sheet in the coming 2 years, then the projection will have a large room for errors if they are done on the basis of the

Discribe the impact of Darwin's evoluntionary theory on at least 4 Essay

Discribe the impact of Darwin's evoluntionary theory on at least 4 areas of American thought during the late 19th Century, inclu - Essay Example Through his 1859 book ‘The Origin of Species’, Charles Darwin instigated a change in the world views about the origin of humankind among other species, which challenged previously existing theories such as Creationism. With this new perspective, evolution began to affect the overall system of American thought. Some of the aspects of American thought include American philosophy, technology usage in the American society, religion, medicine, politics, environment, culture and globalization in the American context. This paper delves into the impact of Darwinism on some of these aspects of American thought in the nineteenth century. The paper also looks into the changes that took place with regard to each aspect and that saw some subjects gain more popularity and others decline. Keywords: Evolution, Changes, Philosophy, Darwinism, American Thought Introduction Evolution refers to the process of a string of natural modifications that a species of a population of organisms unde rgoes, which causes the species to develop, adjust to their surroundings, and eventually die out or become extinct (Smithsonian National Museum of Natural History, n.d.). All species including humans have developed through the process of biological evolution. Human evolution refers to the drawn-out progression of change which facilitated the development of people from apelike progenitors. Scientific evidence has revealed that the physical and developmental attributes shared by the entire human species originated from apelike predecessors and evolved over a period of time (Smithsonian National Museum of Natural History, n.d.). The theory of evolution has been subject to intensive scientific research over the last 150 years. There is numerous and convincing evidence that living organisms have undergone the process of evolution spanning over a period of millions of years. According to Andrews and Stringer the account of human evolution dates back to approximately 30 million years ago i n North Africa, when the now expansive Sahara desert was an expanse of lush rain forests and the region was inhabited by a species identified by historians as Aegyptopithecus (1989). This theory was developed by Charles Darwin and is detailed in his 1859 book ‘Origin of Species’. Following its development, the theory was adapted and accepted in many societies despite the fact that it faced acclamation and criticism in equal measure. In the American society as with many others in the world over, world views based on the origin of mankind as well as the development of world and human civilizations began to be shaped by the theory. In retrospect, Charles Darwin’s theory of evolution resulted in changes in many aspects of American thought in the nineteenth century. Multiple fields of science, research and education have been influenced by Darwinism. Some of these aspects are discussed below. Impact of Darwinism on Philosophy The realization of the theory of natural s election that is a component of Charles Darwin’s theory of evolution resulted in changes in American philosophy in the nineteenth century. Philosophy is applied and put into practice by humans in their development of world views and perspectives. Philosophy is developed within the human mind. The theory of natural selection to a great extent includes the development of humankind and the human brain; making them both results of natural selection. As a result therefore, Darwinism directly impacts on philosophy (Lemmens, 2006). The theory of

Shackleton Case Questions Study Example | Topics and Well Written Essays - 500 words

Shackleton Questions - Case Study Example From this discussion it is clear that  Shackleton’s utmost strong point was his ability to keep the team together and reduce their tension even in situations of dire crisis. He managed to take fast effective decisions for the need of the moment especially when there was shortage of food on the ice and the decision to abandon the ship at the right time. However, the mains weakness lies in his shortsightedness regarding food supplies. We find examples of the men feasting and entertaining themselves with the flesh they hunted and whatever they brought along but care could have been taken to ration the food from the very beginning such that the animals could be kept alive. In fact his decision to kill McNeish’s pet worked against his relation with his subordinate since the latter never pardoned him for this.This report highlights that  Shackleton knew that an effective leader needs to inform the team members about the rewards and incentives lying in the path of achievin g the goals. He promised his men that they will be compensated in full despite the fact that their ship was lost.   His tactics are similar to that of Agamemnon who sent for Achilles with the promises to shower him with gifts of women, land and riches in order to win against Troy.  Machiavelli’s principles of ruling show some great ideas of leadership some of which have already been applied by Shackleton. According to Machiavelli, a leader can be â€Å"deceitful when it suits his purpose and not appear that way†.... He managed to take fast effective decisions for the need of the moment especially when there was shortage of food on the ice and the decision to abandon the ship at the right time (Koehn, 2010, p.12). However, the mains weakness lies in his shortsightedness regarding food supplies. We find examples of the men feasting and entertaining themselves with the flesh they hunted and whatever they brought along but care could have been taken to ration the food from the very beginning such that the animals could be kept alive. In fact his decision to kill McNeish’s pet worked against his relation with his subordinate since the latter never pardoned him for this (Koehn, 2010, p.30). When the dogs were shot in front of the men, the sight was disturbing to all of them (Koehn, 2010, p.16). In a situation where men are fighting for their own survival such a sight of death at the leader’s instructions might give them little confidence about a safe return. 3. What parallels do you see between Shackleton and other leaders whom you have studied? Shackleton knew that an effective leader needs to inform the team members about the rewards and incentives lying in the path of achieving the goals. He promised his men that they will be compensated in full despite the fact that their ship was lost (Koehn, 2010, p.15). His tactics are similar to that of Agamemnon who sent for Achilles with the promises to shower him with gifts of women, land and riches in order to win against Troy (Bass & Bass, 2008, p.366). Machiavelli’s principles of ruling show some great ideas of leadership some of which have already been applied by Shackleton. According to Machiavelli, a leader can be â€Å"deceitful when it suits his purpose and not appear that way† (Heijden,

Technology Annotated Bibliography Example | Topics and Well Written Essays - 250 words

Technology - Annotated Bibliography Example The article entails a strategy for increasing the applications of NII technology. The article recognizes the role of South-East  Asia  Regional  Office in offering leadership on health matters. Moreover, the article notes that the South-East  Asia  Regional  Office analyzes evidence-based policy options and offers technical support to countries and monitors health trends across the globe. U.S. Department of Health and Human Services. (2014). Health Communication and Health Information Technology. Retrieved from: http://www.healthypeople.gov/2020/topics-objectives/topic/health-communication-and-health-information-technology?topicid=18 The article argues that health communication and health information technology play a fundamental role in health care delivery, public health, and shaping our opinion on health. The source seeks to prove that health communication strategies and health information technology can enhance population health outcomes, health equity, and health care quality. The source is important and reliable since it depicts the significance of health communication and health information technology on health sciences. The source relies on secondary sources to support its arguments. The article establishes how advancements in mobile and wireless technologies support mHealth that has the potential to transform global health care delivery. The article seeks to determine the status of mHealth in U.N member states. The article derives the advancement of mHealth and its impact on healthcare delivery. The source is important and reliable since it addresses the impact of technology in health sciences and medicine. The source relies on a survey of four aspects and fourteen categories of mHealth to derive its findings. Lasker, R., Humphreys, B., & Braithwaite, W. (2006). Making a Powerful Connection: The Health of the Public and the National Information Infrastructure. Retrieved from:

Discussion Questions on Ethics Assignment Example | Topics and Well Written Essays - 1250 words

Discussion Questions on Ethics - Assignment Example This is the case as witnessed in many of the societies. It is due to this that it is important for the people around us to offer nurturing and support. This support is important for the development of the mind and other natural characteristics. Advice is that nurturing takes place at a young age. This is for the best results in the character of the kid as he matures. Question 2 It is the duty of all human beings to show care and concern for others. This is due to the fact that the kind of help and assistance offered to others is the same one reciprocated to us. This is also for the assurance of an environment conducive enough for their thriving. When showing the care and concern, its direction is to anybody that requires it. This should not only go to the people that we are related to. The reason as to why we do this is for the achievement of proper coexistence of people who can rely on each other in times of need having the fact that human beings are interdependent. Human character receives judgment from the deeds that they carry out. It is from this that the natural behavior observed and categorized. There are the various people who do not show any care or concern for their fellow human beings. This is taken to be very unjust and is naturally treated with a lot of reckoning from the society. However, for the people that act up and offer the kind of support needed not only to their families but also to the people around them, they rewarded in many ways. Question 3 When people claim that murder is wrong, they just believe that it is wrong and do not necessarily believe in what they say. They believe it is wrong arising from the many ethics and related studies offered in life. Few people acknowledge that murder is wrong due to knowledge. This is because the education offered to people directs them to knowing the notion against the idea of murder. It is important to recognize the fact that people carry out activities from the experience that they have getting gui dance and majorly not out of their own mentality. Human beings possess this natural characteristic. Question 4 To qualify people as immortal, they must possess very indifferent human characteristics. The people I have in mind died a short while ago and their deaths took me by surprise. This is due to the characteristics that they possessed. An example of the characteristic is that very few times did the fall ill and even never visit the hospital even once. However, after their diagnosis of sickness, they died rather fast and this came as a shocker to many. Question 5 It is not morally permissible to use the human and animal DNA in the manner in which it is done. This is due to the fact that it defies all codes of character that are majorly against the alteration of human and any other beings. This is also against the bible that strongly preaches against these acts. The bible is the source of people’s judgment of morality and hence the manipulation of the human genes for creat ion of hybrids is ethically wrong. 1) For Plato, what kind of ability is necessary for one to entertain higher-level concepts or moral ideas? Like the rest of the early philosophers, Plato upholds a virtue-based eudaemonistic ethics. That is to mean, human well-fare, is regarded as the highest endeavor of moral thought and behavior; the qualities are the necessary skills and traits. If

Beauty Pageants and Our Children Essay Example for Free

Beauty Pageants and Our Children Essay Alost 3 million children, most of them girls, from the ages of 6 months and 17 years compete in beauty pageants annually in America. Competition can be local and national and they compete in categories such as swimwear, talent, costume of your choice, and eveningwear. This is an industry where mothers give her daughter energy drinks for a boost before pageants, 3-year-olds don fake fingernails, and parents regularly spend five thousand dollars on a childs pageant outfit (O’Neill 1). Beauty pageants have negative consequences on America’s youth contestants through the pressure to be â€Å"perfect,† media influences, and child sexualization, which results in exhaustion, eating disorders, and body image issues in their future. In recent years, the child beauty pageant industry has exponentially grown in size and popularity. This growth is mainly due to television shows, such as Toddlers Tiaras and Here Comes Honey Boo Boo that may be entertaining but exploit little girls in the process. These reality shows expose the behind-the-scenes horrors of beauty pageants that most people were oblivious too before. These shows have also revealed the use of energy supplements to improve the contestants performance, age-inappropriate costumes, intense and painful beauty regimens. Alana Thompson, featured on TLC’s Toddlers Tiaras, is a seven-year-old beauty queen, nicknamed Honey Boo Boo, whose mother frequently gives her the infamous â€Å"Go-Go Juice†, a mix of Red Bull and Mountain Dew, before pageants. It is common knowledge that energy drinks are bad for one’s health, but every nutritionist in the world would agree that Red Bull for a seven-year-old is tremendously dangerous. Alana now has her own reality television show Here Comes Honey Boo Boo. Parents are not only harming their children’s health but also their moral. On one Toddlers Tiaras episode, Paisley, merely 3-years-old, sported a costume based on the prostitute in Pretty Woman. In a 2011 episode, Madiysyn Mady Verst‘s mother filled out the then-4-year-olds chest with fake breasts and an impossibly round behind for a Dolly Parton routine. Experts in child development argue the difference between playing dress-up and making a profession out of it. Little girls are supposed to play with dolls, not be dolls, says Mark Sichel, a New York-based licensed clinical social worker, who calls the extreme grooming common at pageants a form of child abuse. Playing dress-up is normal and healthy, but when its demanded, it leaves the child not knowing what they want, he says. Accentuating their appearance with such accoutrements as fake hair, teeth, spray tans and breast padding causes the children tremendous confusion, wondering why they are not okay without those th ings (Triggs 1). All of this confusion and body image problems is instilled in child beauty pageant contestants at a very young age. Ultimately, this leads to eating disorders, psychological issues, and relationship problems in the contestants’ later years. A study conducted at the University of Minnesota by Anna Wonderlich, Diann Ackard, and Judith Henderson showed the correlation between childhood beauty pageants and adult disordered eating, body dissatisfaction, depression, and self-esteem (Wonderlich 1). The results of this scientific experiment proved that for all the tests that assessed characteristics of anorexia and bulimia nervosa scores for those who had participated in beauty pageants were higher than scores for those who had not participated (Wonderlich 5). These results indicate a significant association between childhood beauty pageant participation and increased body dissatisfaction, difficulty trusting interpersonal relationships, and greater impulsive behaviors, and indicate a trend toward increased feelings of ineffectiveness (Wonderlich 6). Another example of the destructive effects of childhood beauty pageant is Brooke Breedwell, now nineteen, who was a child pageant contestant and a star of the television documentary, â€Å"Painted Babies.† â€Å"As a girl, [Breedwell] suffered from stress and anxiety while striving for an unrealistic standard of perfection. [In various interviews], she explains that her mothers ambition, coupled with her own obsessive drive to win, resulted in severe social and psychological consequences† (Ahrens 86). Another negative consequence of childhood beauty pageants is the disturbing sexualization of young girls that steals away their treasured innocence–as if eating disorders and body image problems were not enough. Former child beauty queen Nicole Hunter confirms this theory by explaining that â€Å"dressing and acting like a woman at a young age compelled her to prematurely confront her sexuality, which in turn lowered her self-esteem† (Liberman 741). The child pageant circuit concentrates on the ideals of perfection and beauty, with an accompanying focus on sexuality. Innocent girls dressed in skimpy costumes parade and dance, remove pieces of their outfits and wink at judges. Basically, young beauty queens are taught to flirt and manipulate their early sexuality in order to win. Though frequently condemned for such eccentric and damaging practices, the child pageant industry has been gaining success and extensive popularity (Liberman 745). Additionally, reporter Richard Goldstein investigated the JonBenet Ramsey, a child beauty queen, murder case and brought to the surface both our horror at how effectively a child can be constructed as a sexual being and our guilt at the please we take in such a sight (Giroux 50). Her dynamic role in pageants was vastly examined by media after the murder. After JonBenet’s highly publicized murder, the problems of child beauty pageants, especially the degradation of young girls, are first brought to society’s attention. Although many pageant parents argue that the press unfairly focused on the connection of beauty pageants to Jon Benet’s murder, these defenders rarely address the concerns of robbing a child of her virtue by depicting young girls as â€Å"sexualized nymphets.† They have little to say about what adolescents actually gain in pageants. Those in favor of the pageants overlook how a child might see herself and her ability to form relationships with society when her feelings of self-worth is defined solely through a belief that beauty is one-dimensional and patronizing (Giroux 54-55). No five-year-old child enjoys getting her hair ripped out and teased, spending hours each day practicing exhausting dance routines, or devoting every weekend traveling to pageants rather than playing with friends. It is the beauty pageant contestant’s mother who forces them to endure these strenuous and sometimes painful rituals in order to achieve their own satisfaction. When feminist writer-performer, StaceyAnn Chin first saw Toddlers Tiaras she was â€Å"flabbergasted by the parents who were so invested in these contests they got angry if their girls showed any signs of flagging.† In regards to the infamous pageant moms, Chin states that, † the pageant reminded me a little of dog showstiny, powerless competitors trained to do as they are told, with trainers who exploit their charges to gain fame and fortune and live out some archaic dream they once had for themselves† (Chin 1). The vast majority of pageant moms deny the harmful effects beauty pageants have own their child. Pageant mothers often â€Å"neutralize† their deviant behavior of enrolling their daughter in pageants by claiming pageants help their daughter rather than hurt. Also, mothers deny their own responsibility as the accountable parent by claiming that her daughter chooses to participate in beauty pageants (Pannell 68). Every single pageant mom asked in a study about childhood beauty pageants talked about competitors winning prize money, crowns, trophies and gifts in child beauty pageants (Mosel-Talavera 81). Some mothers deceptively sign their children up for pageants to exploit their daughters financially. One pageant mother says that there is a very infamous pageant child that always wins a large sum of money, ‘There is one little girl down South – she’s the daughter of one of the biggest known photographers. In six weeks’ time she went from pageant to pageant and won like $40,000.’ In the summer of 2005, there was another child, whose mother also owns a pageant business, who won three cars at pageants (Levey 204-205). These examples clearly reveal the evils of parents exploiting their children in pageants for their own selfish rewards. In childhood beauty pageants, the pressure from parents, influence from the media, and the desire to win all lead to disastrous consequences for the participants, which will stay with them for the rest of their life. Eating disorders, body image issues, and an early loss of innocence are just a few of the consequences these precious girls will have to deal with in their lifetime. No child should have to struggle with these problems at such a young age. Although little girls dressed up in frilly dresses and tiaras may be cute, there is a fine line between a fun beauty pageant and ruining a young girls life.

The role of family power structure

The role of family power structure Family Power structure plays a critical role in family health functioning. Power has been defined as the ability to control, influence or change another persons behavior (Friedman, 1998). Power is related to resources. Control over resources (eg. money) infers power. In most families, parents control these resources. There are three types of family power namely chaotic power, symmetrical power and complementary power (Hanson, 2001). The power structure in my family is complementary power. It is defined as requiring dominion-submission dynamic within the family structure. In this family-power type, healthy families are characterized by parents having a clear family advantage that their children recognize and accept. Although my father brings home the bacon every month, power is mainly shared between my parents. The decision-making in my family is highly dependent on my parents. Although my sister and I are involved in the decision-making, my parents are mainly responsible for making all sorts of decisions in the family from purchasing household furniture to deciding on a holiday destination to the meals we have together. Family power structure is not fixed. As I turned 18 this year, my parents recognize me as an adult and would listen to more to what I have to say and how I feel. My parents are not as power-dominant as they were 10 years ago. 1.2 Subsystems All families develop networks of co-existing subsystems formed on the basis of gender, interest, generation or function that must be performed for the familys survival. Each member of a family may belong to several subsystems. Each subsystem can be thought of as a natural coalition between participating members. Subsystems in a family relate to one another according to rules and patterns. There are three types of subsystems in my family namely spousal, parental and sibling subsystems. For example, the spousal subsystem educates children about male-female intimacy and commitment by providing a model of marital interaction. Ways of accommodating one anothers needs, making decisions together and managing conflict etc. Another example, my parents define the boundary of a parental subsystem by telling me as the oldest child to not interfere when they are reprimanding my younger sister. Parental subsystem also includes child guidance, nurturing, limit-setting and discipline. 1.3 Boundaries Boundaries are invisible barriers that keep subsystems separate and distinct from other subsystems. They are maintained by rules that differentiate the particular subsystems tasks from those of other subsystems. Boundaries may either be rigid, diffuse or clear. Disengaged families have rigid boundaries which leads to low levels of effective communication and support among family members. Enmeshed families have diffuse boundaries which make it difficult for individuals to achieve individualization from family. Clear boundaries are more of a balance as they do not fall on either extreme ends of rigid or diffuse. Clear boundaries are firm yet flexible, permitting maximum adaptation to change. The boundary in my family is clear. For example, my parents temporarily redefine the boundaries of the parental subsystem when she tells me to be in-charge of the house when they are away from home. Many years ago, my parents would ask my aunt to come over to care for my sister and I while they are away. This shows that the parental subsystem is flexible enough to include other people temporarily. 1.4 Triangulation Triangulation is used to describe a situation in which one family member will not communicate with another family member unless a third family member is present, forcing the third family member to then be part of the triangle. In this triangulation, the third person will either be used as a messenger to carry the communication to the main party or as a substitute for the direct communication. Usually this communication is an expressed dissatisfaction with the main party. For instance, my family used to be very united until a year ago when my sister who was one of the top PSLE students in her primary school dropped out from secondary school at secondary two suddenly. She stopped attending lessons and was extremely rebellious towards my parents and me. My parents having high expectations from my sister were absolutely furious and upset when she decided to quit school. Numerous attempts to persuade her to attend school failed again and again until a point when my parents gave up convincing her. However, they still talk about my sister to me all the time, mentioning how stubborn/ignorant she is and that she would regret her decision later in life. 2. Communication patterns McLeod and Chaffee (1972) came out with a scheme to analyze family communication patterns (FCP) to examine the role of family communication. In this model, the family communication environment is characterized by the extent to which the family emphasizes on socio-orientation and concept-orientation. Socio-orientation stresses the importance of harmony in the family and avoidance of conflicts. Concept-orientation encourages children to think about and discuss political and social issues. In a highly socio-oriented family, children should not argue with parents and should not express opinions different from other family members so as to maintain social harmony. On the other hand, in a highly concept-oriented family, parents believe that children should look at both sides of issues and talk freely about these issues. Using these two dimensions, McLeod and Chaffee (1972) introduced a four-fold typology of family communication patterns as seen in Figure 1. Figure 1 High on both dimensions of socio-orientation and concept-orientation, the communication pattern in my family is consensual. Consensual families emphasize both relational harmony and free communication exchange. Every member in my family is able to express our ideas freely as long as internal harmony in the family is maintained. Since young, my parents have encouraged both my sister and I to voice out displeasures in the family openly but stresses the importance of logical reasoning behind it. Like most traditional Asian families, my family tends not to express affectionate behaviors in the form of hugging or kissing towards or saying mushy words to one another. Instead, my parents would constantly ask me questions regarding about my school life, the friends that I go out with, among many others that revolve around my daily life. I suppose these are ways of displaying affectionate behaviors in my family. There are few conflicts in my family. Nevertheless, whenever one arises, we tend to face each other openly and voice out our concerns. My father would always play the middle-man whenever I had an argument with my sister and he would always ensure both parties are treated fairly and just. 3. Family environment Based on Olson, Russell and Sprenkles (1979) Circumplex Model, the Circumplex Model assumes that the difference between functional and dysfunctional families is determined by two interrelated dimensions: cohesion and adaptability. Cohesion is defined as the degree of attachment and emotional bonding among family members. There are four various degrees to the cohesion dimension namely disengaged, separated, connected, and enmeshed. Families that are disengaged lack family bond and loyalty, and are characterized by high independence. On the other hand, families identified as enmeshed are characterized by high levels of closeness, loyalty, and/or dependency. Adaptability is the ability of the family to change power structure, roles, and relationships in order to adapt to various situational stressors. It too has four degrees namely rigid, structured, flexible, and chaotic. Families with low levels of adaptability are considered inflexible or rigid. Rigid family types are characterized by authoritarian leadership, infrequent role modification, strict negotiation, and lack of change. Families with high levels of adaptability are considered chaotic as it is changing too frequently. Chaotic family types result from a lack of leadership, dramatic role shifts, erratic negotiation, and are characterized by frequent change. Based on the Circumplex Model, my family environment is balanced. It has moderate level of both adaptability and cohesion. Power structure is not fixed and there are times when there is a temporary shift in power to adapt to various situations. For example, I am responsible for taking care of my sister when my parents are out. Another example is when an deciding on a holiday getaway, power is shared among each family members to be involved in decision making. 4. Family Rules Family rules help family members to get along better, and make family life more peaceful. Effective rules are positive statements about how family members want to look after and treat one another. I have become so accustomed with my own family rules that sometimes I do not even realize that some of my daily activities are actually in fact, family rules. Dos and donts rules regarding family members safety, manners and daily routines were set up in my family since I was young. Of course these rules are constantly changing as my sister and I grew older with more responsibility in our hands. Rules such as be home by 10pm and do not lock the doors at home are a thing of the past when I was much younger. Today, the rules are much more flexible. For instance, if I were to return home late or spend the night at a friends house, all I have to do is to call home to inform my parents. There are also fewer family rules as my sister and I are expected to be able to care for ourselves. Moreover, rules set when we were young are already deep-rooted in our daily life. 5. Family values and attitudes Family values are political and social beliefs that hold the nuclear family (parents and children) to be the essential ethical and moral unit of society. 5.1 Money From a very young age, my parents have taught me the importance of saving up money and spending them wisely. Every week, I was to slot in leftover coins in a piggy bank. Years passed by and today I still have the habit of keeping all my loose change in a piggy bank and when it became full, I would then deposit the money into the bank. My parents are prudent in spending money; they only buy what is deemed necessary and seldom splurge on luxury goods. However, there are times when my parents think that it is worthwhile to spend more money such as holding birthday celebrations or Chinese new year celebrations at home. 5.2 Religion My family is a little religious. My parents are Buddhists and they made an effort to pay their respects to the deities at temples annually. However, my sister and I do not have a religion but our parents do not force us to join a religion too. There are no altars at home and my parents do not carry religious charms either like a pendent or a talisman with them. 5.3 Education Like most parents in Singapore, my parents take education very seriously. My father stresses that education is the key to survival in Singapore and this is especially more true since Singapore has been ranked the most competitive country in the world in 2010 by Time. Although my parents view education as important, they also know that each individual has their own limitations towards studying. My parents want my sister and me to have a positive mindset towards studying but yet at the same time not to overwork ourselves. The ideal model is to strike a balance between work and recreation. 5.4 Success/failure My parents are rather reasonable and they know that success and failure are part and parcel of life. My parents view success as achieving ones goals. For instance, one of my goals in secondary school was to get into Singapore Polytechnic (SP) and I did well enough during my O levels to enroll in SP. My parents were very happy and proud of me. On the other hand, I did not get into the course of my choice so I felt disappointed because it felt like I had succeeded and failed at the same time. My parents told me that one couldnt always get what we have aimed for and as long as I have tried my best, thats all that counts. 6. What I have learnt from my parents relationship What I learnt about marriage from my parents relationship is to treat your partner as a friend. Marriage is a lifelong process full of ups and downs. My parents are both committed to overcome obstacles and being the best spouse and friend to each other. My parents are always joking around. My mother loves my fathers sense of humor and they always laugh at the silliest things. This taught me that being playful is a crucial part of marriage and nothing should be taken too seriously in a family. My parents also speak kindly of each other. My mother always told me that my father was a good father and a hardworking man. In addition, they also give each other nicknames as some term of endearment. I learnt the significance of having interests/hobbies different from your spouses too. My father and mother have different interests. My father enjoys watching detective crime television programs while my mother loves watching Korean Dramas serials. My mother would never last an episode of detective crime programs but that seems okay because they respect each others alone time as well. This also taught me that it is fine to have a degree of independence in a marriage too. 7. Attitude towards authority I have a positive attitude towards institutional authority (parents, teachers, police, and the law). I tend to respect the rules and abide by it. I held many student leader positions in schools too. Positions such as class monitor in primary school, student counselor and National Police Cadet Corp (NPCC) non-commissioned officer (NCO) in secondary school and class chairperson in my polytechnic life. This is mainly due to my strict upbringing from early childhood. My father was a very strict man. I still remember the times when my father would cane me whenever I got into trouble in primary school. Furthermore, I would have to write a reflection about my wrongful actions. I used to be very afraid of my father when I was very young. However looking back in time, I realized that my father just wanted me to grow up to be a good person and I am grateful for what my father had done to make me the person I am today. 8. Attitude towards sibling My relationship with my sister has definitely seen better days. We used to be very close and play with each other a lot. However in recent months, my sisters attitude has grown worst. She became very temperament and gets annoyed very easily. We had a lot of quarrels with each other and soon grew distant. Nowadays, we seldom speak to one another. 9. Level of differentiation from family Level of differentiation refers to the degree of ones ability to distinguish his own thoughts and emotions from that of his own family. Individuals with low level of differentiation are more probably to become reliant on others approval and acceptance. They either conform themselves to others in order to please them, or attempt to force others to conform to themselves. Thus, they are more vulnerable to stress and they struggle more to adapt to life changes. Individuals with high levels of differentiation recognize that they need others, but they rely less on others acceptance and approval. They do not only adopt the attitude of those around them but take into account their principles thoughtfully. These enable them decide significant family and social issues, and resist the feelings of the moment. Thus, despite conflict, criticism, and rejection they can stay calm and clear-headed to differentiate thinking rooted in a careful assessment of the facts from thinking clouded by emotion. Well differentiated individuals choose thoughtfully and act in the best interests of the group. I think my level of differentiation from my family is balanced. I have my own thinking and my own point of view. I am not afraid to have a different mindset from my family members. My parents also encouraged my sister and I to become more independent, to be ourselves and not conform for the sake of pleasing others. 10. Family strengths 10.1 Caring and Appreciation I think I am very fortunate to have a family who is caring and appreciative. Even if a family member makes mistakes, other members would to encourage and support one another. My parents notice and share positive qualities of each other. For example, they pay attention to another persons polite behavior or something nice he or she did or said. They notice the characteristics, skills, achievements and special qualities that make the other person unique. My father would write encouragement messages on his red packet during Chinese New Year. These messages are inspirational and reassured me that my family members do care about me. 10.2 Good Communication Furthermore, there is communication between me and my parents. We talk and share our feelings, hopes, dreams, joys, sorrows, and experiences. I would tell the daily happenings in school or with my friends just to update my parents about whats going on in my life. My parents take the time to listen and respond to what I have to say. 10.3 Openess to change There is a set of family rules in my family. These rules are ways to deal with daily life. Some of the more obvious rules consist of who does the cooking, who washes the dishes, who does the laundry or who clean the toilet. Other less obvious forms include: Who has the authority to make what decisions? How are differences of opinion handled? How are anger, affection, or other emotions expressed at home? 10.4 Working together Most of the time, my family make decisions, solve family problems, and do family work together. Everyone participates. Parents may be in charge of the decision-making at home but the childrens opinions and efforts are invited, encouraged, and appreciated. For example, whenever my parents decided to buy a new television set, they would always ask for opinions about which television is suitable for the family. It makes my sister and I involved in the shopping as well and let us know that what we say counts. I learnt that if parents allow their children to make real decisions, it enables children to grow up to be responsible adults. Children need opportunities to make decisions, to be involved in family decisions, and to observe the parents decision-making process and outcomes. Children are more motivated to carry out their responsibilities if they have some say as to what those responsibilities are and can see how these particular activities help the family. Teenagers are keener to go along on a family vacation if they help decide the destination and itinerary. 11. How has my family affected my personality? What are the weaknesses you want to improve and what are the strengths you want to maintain in yourself. Based on a study on more than 100 children conducted by psychologist Diana Baumrind, she identified four important dimensions of parenting which affects the childs personality. They are disciplinary strategies, warmth and nurturance, communication styles and expectations of maturity and control. Based on these dimensions, Baumrind suggested that the majority of parents display one of three different parenting styles. Further research by also suggested the addition of a fourth parenting style (Maccoby Martin, 1983). The four parenting styles include authoritarian parenting, authoritative parenting, permissive parenting and uninvolved parenting. My parents parenting style suit authoritarian the most. My parents establish house rules and guidelines and expect my sister and I to follow them. However, my sister and I were also involved in the rules setting so we were able to find them realistic. This parenting style is much democratic. When children fail to meet the expectations, authoritative parents are more nurturing and forgiving rather than punishing. Although my father punished me whenever I broke the house rules; he would always end it off with nurturing and kind words. My parents are assertive, but not intrusive and restrictive. Their disciplinary methods are supportive, rather than punitive. I think I grew up to be a socially responsible and cooperative person. I tend to avoid conflicts with people and adopt the make more friends than enemies mindset. I lean more towards the extrovert scale as I enjoy the company of my friends. My friends told me that I am a good-tempered person too. They dont see me get angry because I am not bothered by the slightest issues. Another strength that I have is being persistent and committed. Once I set my mind on a target or a goal. I would thrive to achieve it. My parents have been teaching me the importance of goal-setting since young. I also gain a huge sense of pride and satisfaction whenever I accomplished my goals. One weakness that I have is being perfectionist. I am very attentive to details and would not be satisfied unless I get the exact results that I wanted. Most of the time striving for perfection is tiring and time consuming. My project members would sometimes find me a pain in the neck when I was not satisfied with their research work. Another weakness I have is laziness. I think I have been too pampered from young. I seldom do household chores because my mother is a housewife and she does all the housework. Well, almost all, my father did his part too. As such I became reliant on my parents to do my own laundry, to wash my dishes etc. I have been trying to increase my contribution to my family by doing some household chores but its hard to do so especially since I have done almost no housework since young but Im not giving up easily. In summary, family relationships are one of the longest relationships we would ever have in our life. We should never take our family members for granted but should cherish them instead.

Inclusion of Special Needs Students

Inclusion of Special Needs Students This chapter focuses on the special educational need, behavioural, emotional and social difficulties (BESD). It explores the in inclusion of children with this special educational need in mainstream schools, as well as the implications for teachers in the classroom. It also highlights the support and strategies that literature details need to be in place in order for these children to learn effectively in the mainstream classroom. In todays modern world, all children no matter their ethnicity, disability or ability matter. They are seen as unique individuals, each with the right to a broad, enjoyable and inclusive education. Every child has the right to be included in classroom learning and given ample opportunities to learn to their potential. In regard to education, Inclusion is about the quality of childrens experiences, how they are helped to learn, achieve and participate fully in the life of the school. There can be some confusion between the words inclusion and integration. They may have similar spellings, but this is where the similarity ends, as there meanings are very different. Inclusion in terms of education, sees children working alongside each other, sharing experiences, with learning personalised where necessary to enable all children to achieve. Integration on the other hand sees all children together in the classroom, learning exactly the same thing. Children with special educational needs (SEN) have not always been given the option of mainstream schooling. In the past, children who are now referred to as having SEN were labelled with more derogatory terms such as handicapped and retarded. In the 1940s children with SEN, including those with physical and mental disabilities were educated away from mainstream schools, being taught instead in hospitals or institutions. During this time the government and educators favoured the word segregation rather than inclusion. This is highlighted in the Education Act 1944 which details, A local education authority shall, in particular, have regard to the need for securing that provision is made for pupils who suffer from any disability of mind or body by providing, either in special schools or otherwise, special educational treatment, that is to say, education by special methods appropriate for persons suffering from that disability. (Chapter 31: 5) Nonetheless the 1970s was the decade for change, and this was set in motion by MP Margaret Thatcher who commissioned a report to review the educational provision in England, Scotland and Wales for children and young people handicapped by disabilities of body or mind, taking account of the medical aspects of their needs, together with arrangements to prepare them for entry into employment. (The Warnock Report 1978: 1) The report was published in 1978, namely The Warnock Report, which changed the landscape of inclusive education. The word inclusion exploded into mainstream schools, and children with SEN were given the right to learn alongside other children. Within the report, the aim of inclusion for SEN children in mainstream schools was highlighted along with the need for provisions to be put in place to make it possible. The report stated Full-time education in an ordinary class should be the aim for many children with special educational needs. It should be possible to achieve this aim in the case of the majority of children with mild learning difficulties, many of whom are at present the concern of remedial services, provided that adequate support is available from teachers with additional training or expertise in special education. (The Warnock Report 1978: 102) Thirty years on from the original Warnock report, many were beginning to wonder whether inclusion of children with SEN into mainstream schools had been effective. An OFSTED report on inclusion (2004) seemed to be rather sceptical of its success. It detailed that the inclusion of children with SEN was taking place in mainstream schools, but at the detriment to childrens learning. It also mentioned how the curriculum was not being adapted to meet the provisions of children with SEN and offer them suitable opportunities to improve key skills. (Special Educational Needs and Disability, 2004: 5) It was seen that the Government had gone too far when it came to inclusion, and were including almost all children with SEN into mainstream, closing special schools to save on costs. OFSTED commented how when inspecting schools they had observed work being explained effectively to pupils, but pupils with SEN depended on teaching assistants to break the tasks down further so that they could participate.(2004: 16) This is something that Warnock (2005) cited in a House of Commons Education and Skills Committee report (2006) draws attention to when she notes how children with SEN, are being taught almost entirely by teaching assistants who are not fully qualified teachers, while non-disabled students are taught by the teacher. Parents were questioning more and more, whether their child with SEN was learning to their potential in schools, and asking why their child was not being supported by the teacher as much as the other children in the classroom. Baroness Warnocks change of heart regarding her original vision of inclusion for all children in mainstream schools was made apparent to all when she declared, I think its plain now that the notion of inclusion of all children in the same school isà ¢Ã¢â€š ¬Ã‚ ¦ actually not working in a very large number of cases. (Warnock, 2006) It would appear from this statement that Warnock had conceded that despite the best intentions to include children with SEN into mainstream schools, schools had actually integrated children rather than included them. SEN children were almost been forced into mainstream classrooms, having to cope with the learning that has taken place, rarely having their learning personalised to meet their educational needs. Dimbleby (2006) really encapsulates in a debate on inclusion the issues of including children with SEN in the classroom. He states Children with special needs have always posed a core dilemma. On the one hand, can we afford to include them in mainstream education no matter what the cost or upheaval involved? On the other, can we afford not to include them for fear of condemning millions to a life as second class citizen? From this small introductory speech the issues that educators and governments face are highlighted. The monetary cost, as well as a childs right to be educated with other children no matter what their ability or disability. Within the debate Warnock mentions how her original 1978 report failed to recognise the variety of special educational needs, instead putting them all under one banner and treating all children the same. Warnock also speaks of her realisation that certain children, especially those with behavioural, emotional and social difficulties (BESD) would benefit from special school teaching and learning. She notes that children with BESD could be educationally intelligent, but have certain difficulties preventing them from achieving to their potential. Warnock also admits that these children would be better of out of mainstream schools, and given the specialist teacher support that will help them achieve. Six years on from Warnocks change of heart, there are now many more government reports debating inclusion, and questioning where children with SEN should or could be taught. Parental choice is now taken into account when deciding where children with SEN should be taught, with parent being given the opportunity to state where they would prefer their child to be educated. The vision of many is to allow children with SEN to be taught in a school that is going to meet their individual needs. Gove and Teather (2011: 17) refer to this in the Green paper and propose that they will remove the bias towards inclusion and propose to strengthen parental choice by improving the range and diversity of schools from which parents can choose, making sure they are aware of the options available to them and by changing statutory guidance for local authorities. From just exploring a brief history of inclusion, it is clear that there are many opinions as to whether or not the inclusion of children with BESD into mainstream schools has been successful and effective. BESD is a complex special educational need, far more unpredictable than any other. The challenge for educators in the twenty first century in terms of managing the issue of pupils who exhibit difficulties with social, emotional and behavioural aspects of their lives is the tension between the twin issues of incidence and time to deal with incidence. (McNamara, 2006: 24) This statement portrays the challenges teachers face in the classroom when dealing with BESD. Children with BESD have the capability to be disruptive and dangerous in the classroom, and teachers face the challenge of managing these behaviours, ensuring at the same time every child in the classroom is learning to their potential in a safe environment. There are some who believe that because of these challenges, children with BESD would be better of learning in special schools, giving them access to more specialised teaching and more one to one support. Conversely, there are people who believe that children with BESD should be taught in mainstream, despite the challenges posed to teachers. To able to fully understand what stance to take, it is essential to explore what BESD and its presence in the classrooms of today. Behavioural, Emotional and Social Difficulties (BESD) Behavioural, Emotional and Social Difficulties (BESD) is a special educational need that affects many children in the UK. These children have behavioural problems, as well as emotional needs, and find it difficult to interact in social situations. In short, children with BESD find it hard to access certain areas of the curriculum in order to achieve to their potential. Broadly, it is that behaviour, emotions and social development all influence learning and access to learning. Difficulties with behaviour, emotions and social development can all inhibit learning and access to learning. In the current jargon, they can form barriers to learning.(Farrell 2006:6) Children with BESD do not fall under any one specific stereotype. It does not matter what a childs ability is, they can still have BESD, varying from mild to severe. Those children with mild difficulties may lack social skills and therefore struggle with group interactions, especially in learning situations. East and Evans (2006: 15) detail how At the milder end of the continuum, pupils have problems with social interaction and find it difficult to work with others. Children with severe difficulties may be physically and verbally aggressive, especially towards teachers and peers. They are unable to work in social situations as they have little or no concentration and communication skills. Children with BESD can also find it difficult to cope with changes in routine, which in relation to classroom life, can be a frequent occurrence. Children are usually recognised as having BESD when they portray a range of behaviours which: Is not age appropriate Results in isolation from peers Negatively affects the classroom/learning environment Places unreasonable demands on teaching staff Leads to negative self concept and low self-esteem Restricts learning opportunities Creates dangerous situations. (Evans, 2007: no page) The behaviours identified by Evans encompass the spectrum of behaviours, from mild to severe, that a child with BESD can portray. As already discussed, a child of any ability can have BESD, which is also true for a child of any age. From past school experiences, two children in two separate schools had typical characteristics of children with BESD. One child was in year 6, and the other in year 1, with the later showing all of the above characteristics most of the time. In todays classrooms, there are a rather high number of children that have the special education needs known as BESD. The Green Paper (2010: 20) mentions the number of pupils with behavioural, emotional and social difficulties has increased by 23 per cent between 2005 and 2010 to 158,000 pupils. These figures emphasise that over a five year period, there has been approximately an additional 29,545 children recognised as having BESD. Through looking further into the statistical data available surrounding BESD, there have been an number of interesting findings. From the statistical data, it is clear that there is one gender more common to having BESD. 26,170 (17.2 per cent of) boys with statements had behavioural, emotional and social difficulties, compared to 3,590 (6.2 per cent of) girls. (DfE Special Needs Analysis 2010:12) This data, which focused on children aged 4 18, shows there is a remarkably high difference between the two genders with boys seven times more likely to have BESD. Brown and Schoon (2010: 167-168), mention in their research of the behaviour of children aged 7 that the proportion of boys classified as showing serious behaviour problems was around twice that of girls (10% compared with 5%). Although completely different pieces of research, the overwhelming difference between gender and behaviour is apparent. It is also interesting to note the percentage of children with BESD in primary and secondary school. The DfE Special Needs Analysis (2010: 18) recorded that 12% of statemented children in primary school, and 18% of children in secondary school had BESD and mentioned Behaviour, emotional and social difficulties was the most prevalent type of need for pupils between the ages of 11 and 15 years. It is very interesting to note that the findings from DfE Special Needs Analysis (2010: 6) also highlighted that statemented children with BESD were more likely to be eligible for free school meals. The question asked must be whether environmental factors such as socioeconomic class have an impact on childrens behaviour. Washbrook (2010: 1) refers to the possible connection between social class and childrens behaviour and details that behaviour problems are much more common among disadvantaged children prior to the start of schooling, and these differentials change little between the ages of 3 and 7. Ethnicity was also identified as an additional factor, with the most likely ethnicity of a child with BESD recorded in various research as being Afro-Caribbean. Brown and Schoon (2010: 168) in their extensive research specified how the greatest proportion with particularly high scores was found amongst Black Caribbean children; 13 per cent were classified as having serious behavioural problems. The DfE Special Needs Analysis (2010: 20) also recorded similar findings, mentioning how Black and mixed race pupils at school action plus were most likely to have behavioural, emotional and social difficulties. It is important to note that the data researched was based on children who were on School action plus, an extra support service offered on top of other support from external sources. It does not mean that children on school action plus are the only children that have BESD. There are many other children in mainstream schools who have not been, or are waiting to be statemented who do have BESD, and have not been included in published research statistics. However, exploring the data that have been published, the most common factors of BESD are: Male gender Afro-Caribbean Low Socioeconomic class It is essential to remember that there are other children not statemented and therefore not recorded in some statistical data that may have BESD in schools. It is important to stress the importance of not stereotypically judging a childs special education need. Just because they may not fall in line with the common factors mentioned above, does not mean they do not have BESD, equally a child who meets all these criteria may not have BESD. Disadvantages and Advantages of Mainstream Schooling There seems to be many opinions as to whether or not children with BESD should be taught in mainstream classrooms. Some believe it is beneficial to the child with BESD, others believe it to be disadvantageous for the other children in the classroom, as they will be distracted from learning. Sommefeldt (2006: 96) researched teachers views on inclusion of children with BESD. One such view focused on a negative aspect and detailed inclusion was Detrimental to all both those with needs (lack of specialized / individual help and attention) and those without (left to cope alone with the curriculum because the teachers attention is focused on [special] needs) It is apparent from this statement, that having a child with BESD in the classroom demands much of the teachers time, and their attention will be focused on one specific child a lot of the time. Evans (2007: 56) mentions how there is also a concern about the detrimental effect on the learning of other pupils in the class. With teachers time and attention being focused on a child with BESD, it can be the case that the other children are left to manage on their own, or continue working through the potential distractions, both of which could potentially have damaging effects on their education. East and Evans (2006: 15) speak of how difficult it can be for a teacher to manage both a whole class, and a child with BESD when they note, Children considered to have behavioural, emotional and social difficulties often present a far greater challenge than pupils with other kinds of special needs. This quote reiterates what has been previously mentioned regarding the complexity of BESD, and how it is special educational need that can be very difficult for a teacher to manage, due to the challenge of never knowing how a child is going to act or react in the classroom. Focusing on the impact mainstream education could have on a child with BESD, some believe they would not get the specialist, small group support they need in order to achieve in school. OFSTED (2006: 3) in their key findings cite an important reason for why some pupils with BESD do not achieve in mainstream and detail how pupils in mainstream schools where support from teaching assistants was the main type of provision were less likely to make good academic progress than those who had access to specialist teaching in those schools. It is inevitable that at times during the day, teachers will look to teaching assistants to support certain childrens learning, especially if a child with BESD is in the classroom. However, TAs are not qualified teachers, so some argue they do not offer children with behavioural difficulties enough teaching and learning support in order for them to achieve. The occasional overuse of TAs to support children with BESD is referred to by Blatchford, Russell, Bassett, Brown and Martin (2004: 20) in their research which mentions how There is something paradoxical about the least qualified staff in schools being left to teach the most educationally needy pupils. This may form part of the reason for why some parents opt to send their children to special schools, as they believe their child will receive the best support to help them develop in their thinking. Obviously there are disadvantages of including a child with BESD into mainstream teaching, both for the child and for their peers. However, it cannot be denied that there are similarly many positives that come from including children with BESD in the mainstream classroom. Sommefeldts research (2006: 96) does not only focus on the negatives of mainstream inclusion. Many positives of mainstream education for children with BESD are also expressed. One teacher gave a personal opinion and stated It is my philosophy that all pupils should have an equal opportunity to access the mainstream curriculum. Children with BESD can be taught in special schools, but they also have the right to be taught in mainstream classrooms as well. As already mentioned, there are some that believe these children should be taught in special schools. These children may however be educationally able and therefore thrive from learning with other children that are of a similar ability. Fogell and Long (1997: 85) bring to light a potential negative sending a child with BESD to special school may have as they question the possible impact of placing a child with emotional and behavioural difficulties alongside a number of other children with exactly the same difficulties. This encompasses two advantages of mainstream schools, one from the educational ability aspect, and the other from the social aspect. Within the primary classroom, children with BESD can socialise with peers who do not have special educational needs, and who model various positive behaviours which can be observe on a daily basis by a child with BESD. In special schools, children with BESD usually interact with those with similar difficulties to them, and therefore lack the positive peer behaviour models a mainstream classroom can offer. Another advantage of including children with BESD in mainstream classrooms is allowing normal children the opportunity to interact with and understand those with special educational needs. By teaching children about differences, and giving them the chance to learn with children that have special educational needs, they can develop an understanding, compassion and tolerance for those who they may not necessarily have met outside the classroom environment. Khalsa and Miyake (2005: 8) note the benefit of children forming an understanding of special needs when they state, The inclusive classroom welcomes diversity and the wide range of student needs that accompany students differences. Teachers who help children understand and discuss differences help create an educational environment that supports empathy for all individuals. There are a number of advantages and disadvantages to mainstream inclusion, however if a child with BESD is taught in a mainstream school, then it is essential that the school does everything possible to allow them to flourish in a happy, inclusive environment. A Schools Role Mainstream schools who offer classroom places for children with special needs, including children with BESD, must have an understanding of what inclusion is. This understanding must be shown through the way the school is run. Schools should not look to change the children with special education needs, but instead look to change the school to become inclusive for all. This is referred to by McLeskey and Waldron (2000: 40) when they comment that, One of the most important issues to keep in mind when developing an inclusive school is that these programs should address the need to provide a better education for all students in a school. In order for children with BESD to achieve effectively in mainstream classrooms, schools must bare in mind a number of factors including: Individualised Education Program (IEP) Teacher Support / Training Personalised Learning Every Child Matters (ECM) A child with special educational needs should have an IEP, which will detail what support the child is going to receive for that specific educational year. Schools must put these in place to ensure the parent(s) and teachers know the support that will be offered to the child, whether that be through one to one sessions with special teachers, or personalised support within the classroom. All staff working with a child with special educational needs must be given access to their IEP allowing them to understand the support and strategies in place, so they could in turn offer effective teaching and continuity for the child. Wilmshurst and Brue (2010: 211) detail the importance of an IEP and mention, The IEP spells out the types of services, their frequency and duration, and the setting in which they will be provided, all of which are very important information for the service providers. Schools must therefore appreciate the importance of IEPs and do everything they can to create ones which are personalised for each child with special educational needs which is going to help them achieve to their potential. The creation of IEPs requires a great time commitment, which Twachtman-Cullen and Twachtman-Bassett (2011: 69) mention, Unfortunately, many professionals find data collection, and all that it entails, formidable. After all, in this busy world of ours data collection involves, paper-work, analysis, and interpretation all of which are time consuming. However, if a school wants to include children with SEN into classroom teaching and learning effectively, then this process needs to be undertaken in a slow, concise, professional manner. Schools must ensure that teachers are given support in order for them to effectively include and teach children with BESD in the mainstream classroom. The White Paper (2010: 32) recognised Only around half of teachers believed that there was appropriate support available in their school for teachers struggling to manage pupil behaviour. This, along with other reports, recognise and emphasise the importance of giving teachers extra training to ensure that they understand different behaviours and have the capacity to deal with them in the classroom environment. One form of support offered to teachers could be in the form of training and insets, giving them a greater insight into the strategies that could be initiated in the classroom to deal with children who have BESD. OFSTED (2005: 12) detailed the importance of staff understanding, and how Regular training that links classroom practice to an understanding of how children develop socially and emotionally is central to the effective understanding and management of behaviour. Another form of support schools might offer teachers could be giving them the opportunity to liase with teachers from special schools who have first hand experience of teaching children with BESD. These specialised teachers can offer advice, share strategies, and help ensure that the inclusion of a child with BESD in the classroom is positive and effective for their learning. Senco Penny Rice (2006) visited a special school to observe strategies used to deal with BESD and gain advice from teachers, which she could take back to her school and implement into the relevant classrooms. In her description of the day she highlighted the positives of visiting the special school environment when she stated I found todays experience very useful for my own personal practice, exciting, because I could see childrens behaviour being turned round even just in one day, erm, and I could see childrens confidence being raised, and that is very, very, very, important. Schools should give all staff, especially their SENCOs this opportunity, to improve their understanding of BESD, and keep up to date with current support strategies, because teachers with BESD children in their classroom usually rely on their SENCO for support and advise. There are many strategies that teachers could use to help include children with BESD in classroom learning. One of the most obvious strategies is to make sure that children with BESD have been set work and tasks, which are achievable. This means that they are kept on task rather than losing concentration because they do not understand or are finding something difficult. Another important strategy is positive reinforcement and reward of good behaviour, rather than only sanctioning bad behaviour. The way a child is rewarded will depend on the child and how the child responds to rewards. Howarth and Fisher (2005: 42) point out how rewards can vary and how some will accept individually tailored reward systems while others will respond more positively to class and school based systems. The essential thing to remember is that rewards support and reinforce pupils learning. A strategy which if effectively implemented could be very beneficial is a target behaviour chart. Teachers could set children with BESD targets and if they succeed, they could be given a reward. However, the child would need to be able to achieve these targets otherwise they could become despondent having tried and failed to achieve. The chart would be very visual and would allow the child to see what they had achieved, and have a sense of pride. Another possible strategy to control the behaviour of a child with BESD is time out. This method affords the teacher time to gain control of the situation, gives the child time to reflect on why they behaved in the way they did and what they could do next time to stop it from happening. Rogers (2003: 106) describes how many infant and middle primary teachers have in-class time-out options to give the offending student cool-off time and thinking time. By giving children with behavioural difficulties these opportunities to reflect, it allows the situations to become less heated, and for a new start to take place once they recognise what they did wrong. Any schools main aim should be to help children to develop, learn and achieve. Children with special educational needs including, those with BESD, may need their learning to be personalised so that they can concentrate on areas of the curriculum they struggle with. This will allow them to learn more effectively, rather than being exposed to in learning that they find difficult to access and understand. Cheminais (2007: 71) affirms this when she notes how providing personalised services and tailored education, will ensure that every child and young person, regardless of their background, reaches their optimum potential and experiences improved life chances. It is important for schools to remember, that although some children pose many more challenges then others, every child in their school matters. The government released a document detailing the fact that every child has the right to a safe and effective education.Every Child Matters is about improving the life chances of all young people, from birth to 19, reducing inequalities and helping them to achieve better outcomes. (Cheminais, 2010: 3) If schools keep this in mind, then all children, not only those with special educational needs, will have a well rounded, happy education. There are many challenges that schools face when including children with behavioural, emotional and social difficulties. However, if they stick to their beliefs, implement strategies, support teachers, and work together with outside assistance, the inclusion of these children can be successful. Conclusion It is difficult to conclude on whether children with BESD should be taught in mainstream classrooms, because of the range of views found when researching. There are many who believe children with BESD should be taught in special schools, so that they can achieve educationally with specialised support, and so the other children in the classroom are not disrupted in their learning. They believe the impact of including a child with BESD in the classroom would be too much for a teacher to deal with, and would be damaging for other childrens education. However, there are people who think children with BESD should be taught in mainstream classrooms, and given the opportunity to learn alongside other children who may not have special educational needs. By being included in mainstream learning, they are developing their social skills and getting an equal opportunity to learn to their potential. One thing is for certain; the inclusion of a child with BESD is not a quick and simple task. If sc hools are going to include children with BESD, they must have an understanding of this special education need, and have the correct classroom strategies in place. There ne

Apology Essay -- miscellaneous

Apology I apologize for my inappropriate behavior on (what ever date you want here) in the cafeteria. It was very rude for me to laugh while you were speaking, there was no humor in what you had to say. I would also like to apologize to the teachers, I’m very sorry, it will never happen again. My unnecessary behavior as totally unacceptable. This essay taught me to fully respect my teachers, and peers. There is no excuse for why I acted like I did in he cafeteria. I am completely responsible for my own actions. I was in the wrong to laugh while you and the other teachers were speaking. I am completely sorry I learned my lesson and I will never act the way I did towards you and the other teachers ever again. I have decided to write this because I really don’t want to get suspende...

Too Bare Hamlet :: essays research papers

A son’s tragedy, a brother’s betrayal. A story of responsibility and revenge is that of William Shakespeare’s tragedy Hamlet. The theme in the play Hamlet is one that is great in age and remains present even in today’s entertainment. A modern story which shares this theme is Disney’s The Lion King. The characters Simba and Hamlet are the main characters in both stories and both share many similarities. Treachery from within the family was the cause of both character’s losses, and the initial conflict of the entire story. Along with major characters, the stories also share similar secondary characters. The characters Rosencranz and Guildenstern can be compared to the Disney characters Timon and Pumbaa. The Lion King and Hamlet share a common theme and reflect one another. The Prince of Denmark, the Prince of the Pride Lands, Hamlet and Simba are the main characters of both stories and share similar situations and traits. Both characters think highly of their fathers and share a close bond of love with them. "With all my love I do commend me to you"( II I 184 ), proving that Hamlet not only loves his father but also respects and obeys his wishes. "I was just trying to be brave like you." Simba says this to his father showing how much he looks up to him. Hamlet and Simba delay their action of revenge over their father’s death. The loss of the fatherly figure leaves Hamlet extremely depressed, and Simba with feelings of guilt and without a teacher. Each character runs from their responsibility, although they both know what must be done inside. It is remarkable that such similarities exist in the conflicts and actions of both characters. Hamlet and Simba are betrayed by their uncles whom murder their fathers in order to fulfill their own ambitions. Scar and Claudius were both the brother of the proclaimed King. They both lived in their older brother’s shadow and were envious of their success. Claudius and Scar’s envy led them to kill their brothers which allowed them to seize the throne. "The serpent that did sting thy father’s life/Now wears his crown. ( I V 38,39 )" "Here’s my little secret, I killed Mufasa." To keep their newly claimed throne Scar and Claudius had to guarantee that there would be no interference from their nephews. Both Hamlet and Simba were led astray from their home by their uncle, therefore guaranteeing no interference. "The associates tend, and every thing is bent/For England."( IV III 45,46) "Run away! Run away and never return!" In Hamlet and The Lion King the main characters were betrayed by their uncle by the murdering of their father and

JetBlue and WestJet

How important is the reservation system at airlines such as West Jet and JetBlue. How does it impact operational activities and decision making? Over the past years, it seems customers have heavily relied on airline reservation systems to book their tickets, reserve seats, pay for the tickets, and check-in-online. This has been very convenient for customers to plan their trips. These systems have also allowed the airlines to manage their whole flight inventory. They have the all the information stored and recorded and maintained.It provides a platform for communication between airlines for their â€Å"code-sharing plans† this also allows agents or other ticketing office to see real time information such as booking or seat availability (Laudon & Laudon, 2013). Because all of the parties rely on heavily on these systems it is important for Airlines Company to have it. A perfect example of the chaos that is created when one company decides to switch to a newer version of this sys tem would be the case of WestJet.The impact of operational activities and decision making has greatly changed with the new system. The system has helped the airlines maintain accounts with other airlines, as well as help processes internal information between departments with more efficiency since everything is done online (Laudon & Laudon, 2013). Now that customers can plan, book, and pay online for their trips it as boosted customer satisfaction with faster service.This system has allowed airlines to make good strategic decisions on which routes to monopolize, and how to improve their services by accessing information about previous customers stored on the system. However, this system can affect customers’ decision while they are booking for example if the system is slow or not user friendly customers may be more likely to go to a different site to book their flights. Evaluate the risks of the projects to upgrade the reservation systems of WestJet and JetBlue and key risk f actors. There are always risks to any business when they are upgrading their systems.However, the biggest risk to a business is the down time that they will occur when transferring and receiving data from the old system to the new upgraded system, not to mention the time it will take to train the employees that will be overseeing the new system. In the situation with WestJet and JetBlue upgrading the reservations system had its own risks and it could only go two ways smooth with no inconvenience to the customer or horrible wrong and the customers are angry and your good name is now in trouble (Laudon & Laudon, 2013).Despite the extensive training that WestJet had before the upgrade, it did not prepare them enough for when they went live some of the problems they had were not on the practice test environment they trained with. No one can predict that the updates to the information system will could create a defect in the system. The time it took to transfer the information to the res ervation system could create a gap in the services to the customer. Having a major outage to their online services could cause major setbacks for the two companies that neither of them could afford.Classify and describe the problems each airline faced in implementing its new reservation system. What people, organization, and technology factors caused those problems? In the case of WestJet successfully planning the development would have saved them millions of dollars, and it would have saved them many of angry customers. WestJet biggest mistake was they did not have a plan for system failure as well as the extra help at the call centers until it was too late and the issue was already out of control.If WestJet would have planned for the time it would have took to transfer all their files to the new system, and lighted the passenger load they would bypassed all the problems they had during the transfer. JetBlue on the other hand did successfully plan the switch they decided to do the switch when the airlines were not as busy and they also decided to book fewer seats during the time of the switch (Laudon & Laudon, 2013). They also a built a backup system to prepare for the worst, and hiring temporary call center workers was a great idea this allowed them to make sure they were available for customers during the transition.However, there were a few glitches such as wait times for calls and the airport kiosks and ticket printers were not online right away they still managed to be well prepared for any of these problems. Describe the steps you would have taken to control the risk in these projects? The steps I would have taken to control the risks in this project would be similar to what JetBlue did. I would have planned for an outage in the system and tried to look at the situation from the customer’s point of view.The training that we have done to prepare us for this new system cannot prepare us for everything that can go wrong during the transition. I woul d have to look beyond what could happen and prepare for that. I would slowly move the company into the transition and prepare the customers for it as well. Maybe by letting the customers know up front that the company will be doing a transition on the reservations system will allow customers to be prepared in the case something happens while making their reservations.Offering some sort of discount will help the customers through the transition and help keep the customers loyal to our company. On the business side making sure that we have options if something goes wrong by having a backup system we can turn to if the new system goes down. Making sure we do not over book our flights during the first few days of the transition and making sure we are all prepared and ready for anything that can happen is the only way we could overcome the situation.

Causes of Car Accidents

Causes of car accidents Car accidents can happen to drivers anytime, anywhere. â€Å"According to the National Safety Council, which stated that more than 2. 5 million collisions back every year, making it the most common type of car accidents, it is also known that the accident rear end as incidents of injury, because the nature of the collision leads often in whiplash injury the driver in the car in front and about 20% of people who participated in a rear collision injury symptoms of this kind. , (NHTSA, auto-accident-resource. com). Among the car accidents, the teenage group is the only age group who is number of deaths is increasing instead of decreasing. Also, all the people are exposed to risk and actually every one of them has got car accident at least once that could have been easily prevented. There are many reasons car accidents happen such as drunken drivers, using cellular phones while driving, and teenage drivers. First reason is drinking and driving which is the leadin g cause of car accidents. â€Å"Over 1. 1 million drivers were arrested in 2010 for driving under the influence of alcohol or narcotics†, (Federal Bureau of Investigation, â€Å"Crime in the United States: 2010†, madd. org). Also,† drunk driving costs the United States $132 billion a year â€Å", (NHTS FARS data, 2012, madd. org). Driving while intoxicated is dangerous, because drinking increases your inhibitions and self-confidence but lowers your driving performance. In other words, alcohol impairs the decision-making ability of the brain. For example, when people get drunk, they do not even think they are drunk.They may feel like they can do anything. But they cannot. Many accidents occur because of drinking. These accidents involve mostly one car, but other people can be killed by drunk drivers. People have to be educated about drinking and driving, so they do not kill themselves or innocent people on the road. Second reason, using cell phones while driving causes car accidents. According to the Harvard Center for Risk Analysis, â€Å"2,600 people died in 2004 and 330,000 more were injured while using cell phones just before an accident†. doityourself. com). When a cell phone is used while driving, it distracts the attention of the driver, leading to car accidents. While using a cell phone many people tend to miss traffic signals, because they are not really concentrating on driving. The process of dialing or answering the phone can make them lose control of the vehicle as well. Even though the driver is looking at the road, he or she can easily get distracted by the conversation. This can result in fatal accidents.Third reason of accidents on the road is teenage drivers. â€Å"2,739 teenagers died in car accidents in the United States during 2008 â€Å", (drivesteady. com). Some teenagers cause fatal accidents, because of immaturity and lack of experience. Teenagers are very impulsive. Although not intending to hurt anyone, t hey sometimes drive very aggressively. It is not difficult to find teenagers driving with one hand on the steering wheel, seat pushed back, and with loud music playing. In traffic they go wild, trying to seek attention.They underestimate the risk of what they are doing. All these acts result in serious consequences on the road. Many accidents of young drivers result from their own mistakes. In conclusion, many people do not realize that being intoxicated while driving, using cellular phones and teenage drivers may bring serious injuries to everybody. Some people may enjoy drinking without care until they get into car accident, which can even result in the deaths of many innocent people.The car accidents caused by these problems are really serious but preventable. If everybody tries to eliminate these problems by following the rules of the road, driving can be less dangerous, and we will not waste time on car accidents. REFERENCES: 1- (http://www. auto-accident-resource. com/statisti cs. html). 2- (http://www. madd. org/statistics/). 3- (http://www. madd. org/drunk-driving/about/drunk-driving-statistics. html). 4- (http://www. doityourself. com/stry/driving-safety-tips-statistics-on-deaths-by