Customer Defection

MKT 711 9/4/2012 1. The purpose of the study dealt with customer defection. It talks about how the customers are slowly not becoming as loyal as they use to be. They seen a pattern after five years, the customer does not stay loyal to the company. There are different stages of the process of losing loyal customers and keeping them. Loyalty and profits, the more the customer is worth the more profits come out of it because the longer the customer stays. Failure, the employee learning the instructive steps on their own and leaving.Core customers, this is hard to determine but the best way to determine it is to ask who the most loyal and most profitable to you? 2. I think the article represents a conceptual study. The author uses a general research and experiences from other people an businesses to back up his points. There are some numbers given but I feel like there needs to be a lot more numbers to declare it as a quantitative study. The author uses examples like Lexus and baseball p layers to back up his case about the customer loyalty. When dealing with Lexus, they asked every member of their head quarters staff to interview four customers a month.The article also talked about baseball players and their batting averages. Someone who bats . 280 compared to someone who bats . 320 is a big difference in the players. Even though it is only . 4 away it still tells how the player does in the batting line up. The article uses examples like these in two different situations to show the difference in how everyone does things differently to show their customer base and how loyal they are. Even though they talked about baseball players they showed the popularity of the player because of their batting average number.This would also help by understanding the cash flow and products. 3. The researchers found that the key to customer loyalty is the creation of value. The value that the customer needs the employer to help them with their profits or money. The key to value crea tion is organizational learner. Without the value creation and organizational learner then the customer does not know what to do with the profit or where to put it. The customer only learns throughout the process with the company until they become knowledgeable to do it on their own. 4. Implications for future research would be to do a more quantitative study.This way they can mesh together the concepts of the research and the new quantitative numbers in order to show the CEO’s and companies why they should follow the plan and this is what needs to be done to become successful with keeping their customers. Once that process is done they then can expand that to become more qualitative. Then they will have answers from every angle, from concepts to numbers and the quality of the situation. 5. Marketing as we know it deals with identifying and meeting hum and social needs. In a short definition â€Å"meeting needs profitably†.The findings in the article helped pertain to Marketing because when worrying about the value of the customer and their certainty of the value of creation. Marketing is all about getting the name out there and making it profitable. Without the loyal customers then the product/profit is not marketable and will not make money. When establishing the relationship between the customer and employer/employee is when more successful opportunities from within the company. When losing customers, then the company doesn’t learn to try and build their relationship in other ways.I agree with the finding of the article and the conceptual study they are going for. I feel that it would be better to explain the article in a quantitative study to show the numbers of the project. Using Lexus and interviewing four customers a month is a good example. Just have to go more in depth of what the customer thinks. Another example with the baseball players batting averages. Use their averages and their salaries to show about loyalty and popularity of how the player plays. The article was good in showing loyalty and customer failure through the article, and gave good examples while still getting to the root causes of the business.

Supply Chain Drivers

Logistics Drivers Facilities These are physical locations where merchandise is stored, assembled or manufactured. Two major types of facilities are production sites and storage sites. Decisions regarding the role, location, capacity, and flexibility of facilities have a significant impact on the supply chain’s performance. Facilities related metrics include; capacity, utilisation, cycle time of production, cycle time, flow time efficiency, product variety, processing/setup/down/idle time, average production batch size, and production service level.Inventory This includes all unprocessed material, raw materials being processed and completed merchandise. Change in inventory policies can alter the supply chain performance. For instance, a stationery shop can be responsive by stocking large amounts of stationery and satisfy customer demand from stock. However, a large inventory increases costs, rendering it less efficient. Stock reduction would make it more efficient but less resp onsive.Inventory related metrics include; average inventory, products with more than a specified number of days of inventory, average replenishment batch size, average safety inventory, seasonal inventory, fill rate, and fraction of time out of stock. Transportation Transportation involves moving inventory from one supply chain location to another. Transportation can take form with different combination of modes and routes, each with its own performance characteristic.Transportation related metrics include; average inbound and outbound transportation cost, average incoming and outbound shipment size, average inbound and outbound transportation cost per shipment and fraction transported by mode. ? Cross-Functional drivers Information This consists of data and analysis concerning all other drivers, that is, facilities, inventory, transportation, pricing and customers.It is arguably the biggest supply chain driver as it directly affects each of the other drivers. Timely and accurate in formation will enhance coordination and better decision making. Information related metrics include; forecast horizon, frequency of update, forecast error, seasonal factors, variance from plan, and ratio of demand variability to order variability. SourcingSourcing involves choosing partners to perform a particular supply chain activity such as production, transportation, storage, or management of information. This decision variable establishes functions that a company may undertake and those that it may outsource. Sourcing related metrics include; days payable outstanding, average purchase date, range of purchase price, average purchase quantity, fraction on-time deliveries, supply quality, and supply lead time.Pricing Pricing determines the amount a company will charge for goods and services offers in the supply chain. Pricing affects the behaviour of the customer buying a product or accessing a service, thus affecting supply chain performance. Pricing related metrics include; prof it margin , days sales outstanding, incremental fixed cost per order, incremental variable cost per unit, average sale price, average order size, range of sale price, and range of periodic sales.

Autism and Mental Retardation Essay

Respond to the following: 1. List the primary features of autism. Children with autism are unresponsive to others, uncommunicative, repetitive, and rigid their symptoms usually appear before the age of three. An autistic individual will have difficulty sustaining employment, accomplishing household responsibilities, and leading independent lives. Furthermore, they express having problems displaying closeness and empathy and have limited interests and activities. The characteristics seem to be pronounced as indifferent in physical care and affectionate expressive interest in those who are taking care of them. Verbal communication and language impairments and inability to use speech are often primary features of autism. Some autistic individuals may exhibit Echolalia a echoing of phrases used without apparent understanding. Some may even repeat sentences a week later, this is called delayed echolalia. Their variation of speech difficulties include; paranormal reversal, difficulty in naming objects, lack of verbal understanding and use of suitable ton e in their voice while talking. Some noticeable characteristics that often expose autism are their lack of imagination while playing, rigid, abnormal and repetitive behaviors, failure to accept environmental change and obsession with animate things and inanimate things. They express repetitive and unusual motor movements like flapping their hands, and odd facial expressions. Below is a checklist the DSM has provided for a guideline to diagnosis of autism. 1. A total of at least six items from the following groups of symptoms: A. Impairment in social interaction, as manifested by at least two of the following: (a) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction. (b) Failure to develop peer relationships appropriately. (c) Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people. (d) Lack of social or emotional reciprocity. B. Impairment in communication, as manifested by at least one of the  following: (a) Delay in or total lack of, the development of spoken language. (b) In individuals with adequate speech, marked impairment in the ability to start or sustain a conversation with others. (c) Stereotyped and repetitive use of language, or idiosyncratic language. (d) Lack of varied, spontaneous make-believe play or social imitative play. C. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: (a) Abnormal preoccupation with one or more stereotyped and restricted patterns of interest. (b) Inflexible adherence to specific nonfunctional routines or rituals. (c) Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting). (d) Persistent preoccupation with parts of objects. 2. Prior to 3 years of age, delay or abnormal functioning in either social interaction, language, or symbolic or imaginative play. 2. Which explanation for autism is no longer considered valid and lacks research support? The sociocultural model lacks support and the theory suggests that autism could progress through particular personality characteristics of the parents. These characteristics generated unfavorable development and contributed to the development of the disorder. This theory is no longer considered. 3. What forms of treatment are helpful for a person with autism? The treatment that is helpful for a person with autism is behavioral therapy, communication training, parent training, and community integration. Psychotropic drugs and certain vitamins have at times aided when joined with other approaches. Behavioral therapies consist of therapist using modeling and operant conditioning. In modeling they exhibit a chosen behavior and direct the individual to reproduce it. In operant conditioning, they reinforce such behaviors, first by shaping them, breaking them down so they can be learned step by step and then rewarding each step visibly and consistently. These measures often create more purposeful behaviors and long term achievements. Communication Training is a therapy that is often taught to those individuals who remain speechless. They are taught other forms of communication, including sign language and simultaneous communication, a method combining sign language and speech. They also learn  to use augmentative communication systems, such as communication boards or computers that use pictures, symbols, or written words to represent objects or needs. In some programs teachers try to recognize essential underlined forcers rather than insignificant ones like food or candy. They encourage participation in choosing an item they want and then encouraging them to ask for it with questions like; what’s that? Where is it? And whose is it? The studies have found that child- directed interventions increase self-initiated communications, language development, and social participation. Parenting training programs train parents so they can apply behavioral techniques at home. They are provided with instruction manuals, and teachers do home visits. Individual therapy and support groups help parents of autistic children deal with their own emotions and needs. Community integration is a great tool for autistic individuals, In today’s school and home based programs there are programs for autism children to teach self-help, self-management, and living, social, and work skills as early as possible to help children function better in their communities. There have been many workshops and group homes available now for teenagers and young adults with autism to help them become a part of their communities. These types of programs give parents a since of relief as their child will always need supervision. 4. List the criteria for a diagnosis of mental retardation: The DSM-IV-TR gives guidelines to the diagnosis of mental retardation. Individuals need to display general intellectual functioning that is well below average, in combination with poor adaptive behavior. As well as having a low IQ score of 70 or below. There should be notable difficulty in communication, home living, self-direction, work or safety. These symptoms should appear before the age of 18. 5. Explain one way in which sociocultural biases in testing might pose problems for assessing mental retardation. Sociocultural biased in testing that might pose a problem for assessing mental retardation is IQ testing. IQ testing in some children has caused them to be labeled retarded when they had trouble speaking the language at a level that would establish their IQ. 6. Of the four levels of mental retardation, into which category do most  people with mental retardation fall? Mild level – IQ ranges from 50 – 70. â€Å"They are sometimes called â€Å"educably retarded† because they can benefit from schooling and can support themselves as adults† (Cromer, 2011). 7. What are the main types of biological causes of mental retardation? The main types of biological causes of mental retardation are Down syndrome, fetal alcohol syndrome, and fragile X syndrome. 8. What is the only way to prevent fetal alcohol syndrome? The only way to prevent fetal alcohol syndrome is to not drink during pregnancy. 9. What are normalization and mainstreaming? Normalization and mainstreaming are educational terms; they reference the settlement of mentally retarded individuals within ordered classrooms. This is to make sure these individuals can intermingle and learn along with typical fellow students. The school systems have made adjustments and adaptations to their core curriculum and the teaching given to the mentally retarded child. 10. What is your opinion about mainstreaming and normalization for children and adults with autism or mental retardation? I agree with mainstreaming for a person who is suffering from autism or mental retardation. Autism runs in my family, and I have a cousin who is the same as age as I am and she did not receive mainstreaming when she was younger and she is severely handicapped I believe because of this. On the other hand, our classrooms are overcrowded and teachers are experiencing challenges within the so called â€Å"normal† population. Labeling these individuals at such an early age incorporates stereotyping within the classroom and can cause even more hardship for those individuals. My ex-husband’s brother had an autistic child who is thriving and even attending college classes at a University. He did have special schooling and went to private therapies. His success was through behavioral therapy and parenting training. I would say mainstreaming should be considered on the level of the disorder. If the disorder is extreme, then consideration should be given to the teacher and her other thirty something students. It is a hard question when in fact someone could be mildly retarded or highly retarded and the school system really needs to know just where the individual stands with their language ability and social ability. Resource: Comer, R. J. (2011). Fundamentals of abnormal psychology (6th ed.). New York, NY.

Political Violence in Rwanda Essay Example | Topics and Well Written Essays - 1000 words

Political Violence in Rwanda - Essay Example But understanding the historical context of this horrible phenomenon would evidently show that the root cause of the political violence tearing apart Rwanda goes back to its colonization by Western powers, which institutionalized racist doctrines to their advantage. II Historical Context: Rooting-out the Political Violence Rwanda, a small nation belonging to Africa’s Great Lakes region – considered to be among the most intense conflict zones in the world – has shocked the world not because of its dire poverty but because of the intensity of the political violence that erupted between the majority of its own people – the Hutus and Tutsis (Merlino, par. 1-2). At first glance, this could be understood simply as another ethnic violence, but historical facts would strongly dispute such characterization. In a study ordered by the National Unity and Reconciliation Commission (NURC), Shyaka showed that the Hutu, Tutsi and Twa communities in Rwanda started not as e thnic groups, tribes or races because they share common culture and language, and live in the same territory, as they all belong to one unique ethnic group in Rwanda known as the Banyarwanda, which during the pre-colonial period served one monarch – the â€Å"Umwami.† Neither can they also be classified as social classes because they were all socially stratified. Instead, Rwandan identity was defined by their clan or lineage, which also implies their economic status. Furthermore, these communities were better distinguished by their expertise (eg. Hutus were known farmers; Tutsis, cattle breeders; and Twas, fishermen, hunters and potters). However, this identification had been deconstructed by European colonizers, who stripped off Rwandan society of its intrinsic values and imposed those which served colonial interest and who sharply racialized Rwandan people into opposing ethnicities, done through mythical and ideological construction using the Hamitic theory. Thus in the colonial period, Rwandan society was organized hierarchically into three antagonistic races: the minority Tutsis (9-14%) as the superior conquering race had become the privileged candidates to assist colonizers; the majority Hutus (85-90%) as the inferior Bantu race had become the dominated; and the Twas (1%) as the pygmoids. Such distinction created resentment and frustration on the part of the majority Hutus, while arrogance on the part of the minority Tutsis, alienating them from each other and making them easily colonized. In fact, European colonizers played them off whenever it works best to their colonial interest. (7-19) Succeeding events from 1950s onwards (Revolution of1959-1961, 1963-64, and Coup d'etat 1972-1973) were characterized by Hutu power ideology – annihilate Tutsis being the cause of Hutu sufferings, deeply polarizing Rwanda society. This erosion of middle ground tragically marked Rwanda’s decolonization and early postcolonial politics, which wo uld later culminate to the 1994 genocide. (Newbury and Newbury 7) III Local and International Conditions Exacerbating Political Violence The confluence of events in the local and international level exacerbated the enmity between Tutsis and Hutus leading to the 1994 genocide. First, the shift of political power from the oppressor (Tutsi) to the oppressed (Hutu) in the postcolonial Rwanda did not in any way improve but instead worsened their antagonism, as Hutus, instigated by the colonial power,

This paper is all about bonds and their different types Essay

This paper is all about bonds and their different types - Essay Example Let's have a glance over the definition of Bonds and their importance and usage. A debt security in which the issuer is liable to pay interest at a later date to the security holder, which termed as maturity is called bonds. More precisely we can say that a bond is a type of a loan in which the person which issues the bonds is termed as borrower and by contrast a person which holds it, termed as lender. Interest or coupon rate is the thing which becomes a bridge between the borrower and lender which ultimately constrains the value of return, and it must be repaid at fixed interval over a specified period of time. A little bit contradiction found between the bonds and stocks. In general, both are securities but stock holders are the equity stake holder of the company and known as the real owner of the entity, while the bond holders are the lenders to the issuer, which usually have a specified term of maturity after which the bond security gets redeemed (Vernimmen, 2006). According to the statistics of the Federal Reserves (FED), there are more than $1.7 trillion municipal securities, $3.6 trillion of outstanding US Treasury securities, $2.7 trillion of corporate bonds and more than $470 billion of bonds issued by the foreign governments and corporations in the United States. There are several types of bonds a corporation issues. Usually treasury bonds are referred as the government bonds, whi... anding US Treasury securities, $2.7 trillion of corporate bonds and more than $470 billion of bonds issued by the foreign governments and corporations in the United States. There are several types of bonds a corporation issues. TREASURY BONDS: Usually treasury bonds are referred as the government bonds, which are issued by the US federal government. The bonds are free from default risk because the federal government will make payments on the promised time period. Now, we are well aware with the fact that the treasury bonds have no default risk but that's not mean that such bonds are totally free from risk because the price of the bonds may increase or declines with the fluctuations in the interest rates (Vernimmen, 2006). Treasury bonds are termed as the safest bonds, because the collateral of these bonds are in the hands of the government, which attracts the confidence of the investors and become a triumph for both the corporations and the bond holders. CORPORATE BONDS: We can get an idea in an instant from the name of the corporation bonds that the bonds which are issue by the corporations in order to raise the overall equity of the firm are called corporation bonds. As compared to the treasury bonds, corporation bonds have the default risk appetite in it. It means from any contingency, if the firm envisaged a bad time on the financial health then probably the firm is unable to facilitate its bond holders or we can say that unable to meet or fulfill their financial promises and legal obligations (Cinnamon, 2006). Level of default risk varies with the characteristics of the corporate bonds, which often refereed as "credit risk". MUNICIPAL BONDS: Municipal bonds are also issued by the local government. Its also have default risk like the corporation bonds.

Identify the main barriers that constrain the development of renewable Essay

Identify the main barriers that constrain the development of renewable energy in a specific location, and suggest ways to overcome these. (We recommend that you only consider one type of renewable energy) - Essay Example The utter dependence of man on this form of energy is not very encouraging, for the simple reason that this source of energy, as its name suggests, is not a permanent supply of energy and will eventually run out. On the other hand, the renewable energy sources provide hope as they are in plentiful supply, and need just to be harnessed to solve the energy crisis faced today. Ever since the fossil fuel energy availability explosion in the 19th century, the demand rate for energy has been on an exponential increase. The increased demand is depleting the energy reserves at a much faster rate than what had been previously anticipated, and this has led us today to a very crucial point in time where we have to find and tap other sources of energy if we desire to keep our lives tuned in to the same style as we're used to. The one most relevant factor and the biggest contributor to this energy problem is the phenomenal increase in the world population, which is expected to rise even more and at an increased rate, if not at the present rate, in the future. Another reason is that we have accustomed our lifestyles according to the notion that we would always have unlimited access to freely available energy, and our current practices and economies run on the immediate and unstoppable supply of huge quantities of energy. Educational, economical, social and technological sectors all rely on this supply of energy and are designed accordingly. However, we are about to face a very serious challenge, one that will have to be fought on an international scale and would need our combined effort to overcome. The energy demands in the world are expected to rise by 1-2% every year for many decades (Physics Today 2004), and the fact that many of our energy supplies will, at this rate, deplete within an average lifespan of a human being is not helping at all. The energy supplies that we have either depend upon the amount stored as fossil fuels and other stores like nuclear fuel in the earth, or the amount of energy supplied by the sun that we can harness economically through different methods (Physics Today 2004). Both the factors have their own sets of problems, but the problems and constraints on the development of renewable energy provided by the sun directly are to be considered in this paper. Case in point is the development of renewable forms of energy in the US. Energy demands can be measured in quads (Q), where 1Q = 1015 BTU, which can be approximated to 1.06 x 1018 joules (Physics Today 2004). The energy consumption of the US forms about a quarter of the total energy consumption of the world, roughly a 100Q per year, and this consumption is expected to ri

Principle of consideration Article Example | Topics and Well Written Essays - 1500 words

Principle of consideration - Article Example But why it is too simplistic to assume if there is consideration present a promise is enforceable by examining different facets of consideration within the above context. Sir Frederick Pollock defined consideration as 'An act or forbearance of one party, or the promise thereof, is the price for which the promise of the other is bought, and the promise thus given for value is enforceable."1 This definition was rightly adopted by Lord Dunedin in Dunlop v Selfridge Ltd (1915) 2 Dunlop had sold tyres to Dew Ltd on condition that their (latter's) agents should not sell below the listed price of Dunlop. But Selfridge Ltd who had purchased tyres from Dew Ltd sold below the listed price. In this case of suing of Selfridge by Dunlop decided by House Lords in appeal, it was held that privity of contract was essential. And what determined privity in this case was consideration. As there was no consideration moved between the said parties, there was no contract between them and therefore Selfridge was not liable to Dunlop Even earlier to Dunlop case, principle of consideration was established in Currie v Misa (1875)3 wherein Misa issued cheque to Lizardi or bearer. As the cheque was dishonoured, the bearer Currie brought action on Lisa. It was held the bearer Currie even as a holder for value is not entitled to sue Misa as there was no consideration between them. The following are the rules of consideration. a) Consideration must be present in a promise and must have moved from the the promisee. In Tweedle v Atkinson (1861)4, it was held that the person entitled to sue is he who gives consideration. It follows also that gift is not a contract. b) Consideration must have some value. Hence natural love and affection or performance of a moral duty will not be used to enforce a promise. This was decided in White v Bluett(1853)5 wherein it was held that a son's promise not to complain to his father as to how his properties are distributed among his children in return for the father's promise not sue his son for the debts owed to him, can not be good consideration. "Judge Pollock held that the son had not provided good consideration as he had no legal right to complain. Thus, in promising not to complain, the son did not forbear or give up anything of value in exchange for his father's promise." (Barbara Lisa)6 c) Consideration need not be adequate. In Chappel and Co v Nestle7, it was decided that consideration of 1s 6 d with three wrappers of chocolates Nestle had offered was a sufficient consideration for the gramophone records offered in return. d) Consideration may be executory or executed but past consideration can not enforce a promise. A consideration already provided before promise was made is past consideration

Dynamics involved in gay and lesbian intimate partner abuse Essay

Dynamics involved in gay and lesbian intimate partner abuse - Essay Example The literature points out that the frequency of domestic violence in same-sex relationships has been equal to that in heterosexual relationships a hypothesis that stands a chance of being proven right or wrong. Domestic violence in same-sex relationships is in relation to same-gender relationships. Historically, the failure to evaluate the violence involved within same-sex relationships has been due to social stigma, discrimination, homophobia and gender based myths among other issues (Lundry and Leventhal, 1999). These issues provided a barrier which stops such incidences from being reported. It is so unfortunate how partners in these relationships have been suffering in silence due to the society’s ignorance. There are quite a number of issues which influence the response to domestic violence within a same sex relationship. These issues act as barriers in the way of reporting such incidences to the relevant authority such as the police. The first issue is the wall of silence. A common observation is that silence surrounds issues of domestic violence. People prefer to ignore rather than talk about the incidences. Bigne and Wetchler (2004) reveal that the incidences of domestic violence have for a long time been treated as a taboo among the lesbians and gays. This can be attributed to the denial of the problem such that victims resort to keeping quite. This is clearly the most effective way of promoting violence in the respective same-sex relationships. It is important to note two factors which contribute to the state of silence. Moriarty (2008) reveals that the privacy within such intimate relationships is one factor. This common realm of intimate relationships shuns external interference such that partners do not entertain intruders. The fact that these relationships are based on pillars of privacy, state regulation is quite difficult. Various governments find it difficult to get involved in to private businesses of its

Case Analysis Essay Example | Topics and Well Written Essays - 750 words - 1

Case Analysis - Essay Example Yale University determined in a recent study that incidences of weight discrimination rivals race discrimination (the top charge filed with the Equal Employment Opportunity Commission each year), and that women are twice as likely to be discriminated against as are men, and several such claims have been successfully pursued in court. Although federal employment laws and state laws, save Michigan, do not explicitly prohibit weight discrimination, there are however circumstances wherein discriminating according to weight falls under the coverage of the Americans with Disabilities Act (Personnel Legal Alert, 2008). The following are among the circumstances wherein discrimination claims may result based on obesity as a protected characteristic under this Act: In the case of Dr. Soysa, we are not given any information about the possible conditions attendant to her obesity, but for the purpose of avoiding litigation, it would be safer to assume that diabetes, heart disease or hypertension may be present. In this case, the Hospital, as employer, may not use her obesity as reason for forgoing awarding her the promotion. There are two pieces of legislation that have to do with discriminating according to age. The Age Discrimination in Employment Act of 1967 (ADEA) applies to employees 40 years of age or older, working for employers of 20 or more employees (EEOC, 2008). The Age Discrimination Act of 1975 prohibits discrimination on the basis of age in programs and activities receiving federal financial assistance. The Act applies to all ages (DOL, 2010). The ADEA is clearly not applicable here because Dr. Soysa is not being discriminated because she is too old (40 or above), but because she was supposedly â€Å"too young†. And unless the hospital falls under â€Å"programs and activities receiving federal financial assistance†, not

Values and its impact on leadership theory and practices Essay

Values and its impact on leadership theory and practices - Essay Example At the same time, values are affected by a number of internal and external factors that also affect the value creation process of organizations. Overall, it was summed that values are an integral part of leadership theories and practices. Leadership has been one of the highly talked and researched topics in the business and social environment. Throughout, the history of business management and social empowerment, leadership has played an important and crucial role in guiding and motivating people in the right direction along with accomplishing desired mutual goals and objectives. Change is often considered as inevitable and must occur in order to maintain the pace with current and future social and business changes in different environments (Hackman, Wageman, 2005). Throughout the history of mankind in terms of geographies, ethnicity and political boundaries; there have been a number of distinct differences among people in terms of values, thinking and perception. It was only after the 20th century that societies and people were learning from each other in terms of differences mainly because of the rise and advances in technologies and communication. However, in spite of all these, there has been a major clash in terms of values and perceptions when it comes to understanding each other and this has emerged as one of the most important concerns for business organsiations (House, 2004). This is where leadership has emerged as one of the most important tools in understanding people but at the same time leadership theories and practices are largely influenced and impacted by perceived values. The discussion aims to investigate the impact of values on leadership theories and practices. For this purpose, a number of leadership theories have been discussed in a critical manner in order to ascertain the overall impact and influence of perceived values. Values can be personal or perceived often affected by the internal and external environment and

Multinational Business in Japan and South East Asia Term Paper

Multinational Business in Japan and South East Asia - Term Paper Example Japanese economic growth following the American occupation wars remarkable for its magnitude, speed, and downright relentlessness. Between 1957 and 1984, Japan's gross national product increased from $3.08 billion to $1.261 billion, a 42-fold jump. Moreover, Japan's economy grew at an annual rate of 9 percent per year during the high-growth years of the 1960s. How was this economic miracle achieved? Japan has employed a version of "developmental capitalism" that allows for a much greater government role in promoting Japan's international competitiveness than is typical in Anglo-American liberal capitalism. Japanese business and government leaders started to develop and implement policies aimed at promoting national economic growth following the end of the U.S occupation of Japan in 1952. The government has positively influenced economic growth through wise macroeconomic policies. Business in Japan has maintained very close relations with the bureaucracy and politician.  Japan's gro ss national savings at its zenith reached nearly 40 percent in the post-war period. Between 1960 and 1980, the Japanese saved around 20 percent of their disposable personal income. The high level of savings of households provided banks and other financial institution with ample funds for heavy investment in the private sector. Japan has invested heavily in developing an effective education and training system. Companies are responsible for providing technical training to the persons they hire.  Japan's economic success can be explained by largely the Cold War and the relationship between the United States and Japan that it produced. The cold war rivalry between the United States and the Soviet Union led the United States to shelter Japan from the vagaries of international politics, permitting the Japanese to focus their attention and resource on achieving economic growth. Advocates of "free rider" in which the U.S-Japan relationship has supported Japanese economic growth. The Unit ed States provided cheap technology transfer to Japan following World War II and promoted the Japanese economic build-up through its international trade policy. From an economic standpoint, the contrast between the 1990s and the cold war years can be seen by looking at Japan's real economic growth rate. In 1992, Japan's economy entered a period of stagnation with economic growth rates much below the previous average. In retrospect, it is clear that the Japanese economy became dominated by a financial bubble in the 1980s and early 1990s. In May 1989, the government tightened its monetary policies to suppress the rise in the value of assets such as land. By the end of 1990, the Tokyo stock market had fallen 38%, wiping out 300 trillion yen (the US $ 2.07 trillion) in value, and land prices dropped steeply from their speculative peak. This plunge into recession is known as the "bubble economy". The post-bubble recession continued through the second half of the 1990s.  

Human Organ Donation Opinion Paper Essay Example for Free

Human Organ Donation Opinion Paper Essay Organ Transplants Everyday there are horrific accidents where people become so damaged that their organs fail to work. Or their organs have just had enough abuse and decide that it’s time to give up. Well this can all be fixed using organs from other people who have died but their organs or that one particular organ is intact because they died of other causes. Organ transplanting is so great that some people have even taken it into their own hands to sell and transplant organs, which is not the best way to do this. Organ transplanting has changed the world for the best, however, some may ask why organ transplanting or what are the benefits to this? Well there are many benefits! First thing to know is that there are several different types of transplants. These include heart, liver, kidneys, lungs, and all the major organs. If one is suffering from a deadly heart disease or has a failing heart, and regular surgery and standard therapy no longer apply, the doctors can now implant a new heart so the patient has more time to live their life. How cool is that?! This procedure can be done with almost every organ in the human body! If you are wondering why you need to know this, it’s because you do. Someday it may be you on that operation table receiving a new lung or a new heart. The truth is everyone is a possible target for organ failure and if you are more aware of what is happening around you, maybe you will be more understanding when it possibly happens to you. There are alternatives however. One may be, as far out as this may sound, a criminal who has been injured in a heist. He may not want to go to the hospital because he will be seen and caught. Therefore he turns to the black market for organs. Though the organs here are a little more unsanitary, they can be implanted in a makeshift operation room. The reason there is an organ black market is due to the sole fact that people want money. They will sell their unneeded organs (kidneys for example) for money. And if you live in the slums of Brazil, where the majority of the organs come from, the money can be a life saver, even if it is only 6,000 to 10,000 dollars. Do not get it into your mind that only criminals use the black market, leaving out the fact that the black market is illegal and using it makes you a criminal. People living in countries with no pre-paid health care system may not have enough money to go to a hospital and pay ridiculous amounts of money for a new organ. This is when they turn their back on the hospital and turn to the black market, who is welcoming them with open arms. If that person doesn’t mind something a little more unsterile then a hospital, then the black market is the right place for them. However they are now criminals because the black market is illegal. The black market also will buy out some criminally minded funeral homes and carve up the bodies for some extra skin tissue or some of the organs. This is one of the reasons why the black market illegal. In conclusion, I think that the idea of carving up dead bodies without consent is wrong, but I do believe that people who are alive and wanting to sell a kidney should be allowed to do so. So basically I think that the black market is not such a bad thing but some people take it too far and those are the people who should pay for their crimes. References Canadian Society of Transplantation. (n.d.). Canadian Society of Transplantation. Retrieved February 25, 2013, from http://www.transplant.ca/pubinfo_organtrans.htm Canadian Transplant Society | Canada Transplant. (n.d.). Canadian Transplant Society | Canada Transplant. Retrieved February 25, 2013, from http://www.cantransplant.ca/ Organ and Tissue Transplantation and Alternatives by BCC Research in Blood Supply, Tissue Banking, Transplantation, United States. (n.d.). MarketResearch.com Market Research Reports Business and Industry Analysis. Retrieved February 25, 2013, from http://www.marketresearch.com/BCC-Research-v374/Organ-Tissue-Transplantation-Alternatives-6122367/ Scheve, T. (n.d.). HowStuffWorks The Organ Black Market. HowStuffWorks Science. Retrieved February 25, 2013, from http://science.howstuffworks.com/life/human-biology/organ-donation7.htm

The Background Of Korean Peninsula Crisis History Essay

The Background Of Korean Peninsula Crisis History Essay CHAPTER 2 2.1 Introduction The Korean Peninsula with the issues of North Koreas nuclear remains one of the worlds main concerns that pose a potential threat to regional security.  [16]  The relationship between the two Koreas has worsened considerably during the recent years due to lack of trust and confidence, as well as the contrasting ideas on reaching a solution on the nuclear issues. After the end of the Cold War, few attempt to change the situation in Korea and to end the confrontation failed, mainly because of mutual distrust and of lack of contacts among its people. A new round of cautious approaches has started after Kim Dae-jung became president of South Korea in 1998. The historical June 2000 summit meeting between the top leaders of the two Koreas has brought hopes for unification and a peace process. Since then, there is increasing official interaction, but still only limited and controlled contacts among the people of the two countries. 2.2 Origin of the Unresolved Conflict After being under the Japanese occupation for the last four decades, there was hope for the Korean people to regain their full sovereignty at the end of the World War II. In August 1945, Japan was forced to surrender after atomic bombs were dropped on the cities of Hiroshima and Nagasaki. The liberation of the Korean Peninsula started by Soviet troops from the north and later by American troops from the south, with the 38th parallel line became the line of demarcation between the two allies. But instead of becoming a free and sovereign country, the Korean Peninsula was once again put under pressure. This time, it was the upcoming rivalry between the Soviet Union and the U.S, which would shape Koreas history. Thus, Korea came to be divided into two temporary zones of occupation that, as the Cold War deepened, became two separate Korean regimes with opposed principles and sponsors.  [17]   In 1948, the Korean Peninsula was divided into two sovereign states due to political infiltration from the two so-called liberators, that is, Soviet Union and the U.S, and the increasing radicalisation of Korean civil society and its leaders. The two Koreas, notably the Republic of Korea (South Korea) and the Democratic Peoples Republic of Korea (North Korea) or DPRK, started their new life in dependence of their military and political protectors, the U.S, the Soviet Union, China and in an atmosphere of the growing tensions between East and West. When the U.S and Soviet withdrew their troops from Korea in 1949, South Korea wanted to restore the lost land and DPRK wanted to liberate the southern half of the Republic.  [18]  The economically and militarily stronger DPRK decided to solve the problem of non-recognition and of the division by military means. Its leader, Kim Il-sung went to Moscow in April 1950 to convince Stalin, and in May to China to obtain the approval of Mao. In Moscow, he could secure Stalins support in return for political as well as some material gains for DPRK. At the beginning, Stalin was cautious and against the plan, but was convinced by Kim Il-sung that the war could be won quickly without U.S intervention. As the DPRK troops launched a surprise attack against South Korea in the early morning of June 25, 1950, U.S President Henry S Truman responded quickly by sending troops from Japan to Korea and mobilised the UN to undertake its first-ever international military action. Unfortunately for DPRK, the Soviet Union was not present to veto during the UN Security Council session at that time. However, on the same day, the UN Security Council condemned the invasion and called for immediate ceasefire and withdrawal of the troops to the 38th parallel. When DPRK refused to withdraw from South Korea, the U.S decided to intervene in Korea, and on June 27, 1950, the Security Council called for members to support the U.S intervention. 2.3 The Korean War On 7 July 1950, the UN Security Council decided to establish a Unified Command for the UN Forces in Korea and mandated a joint military action to repel DPRK troops and to restore the status quo in Korea. The UN military action in Korea, taken by the U.S Eight Army under General MacArthur, was able to accomplish its mission and the war could have ended by 7 October 1950. However, sensing an opportunity to roll back communist expansion and to unify the country by force, General MacArthur and South Korean President Rhee Syng-man, decided to march further into DPRK. They were confronted by unexpected enemy, the Chinese volunteers who had moved into DPRK in massive numbers. Together with North Korean troops, the Chinese started an offensive and pushed back UN forces to below the 38th parallel and recaptured Saigon in January 1951. The conflict had developed into a limited international war involving the U.S and nineteen other nations on one side and China and North Korea on the other. As the military situation developed unfavourably for the Allied forces, General MacArthur asked Truman to authorize the use of nuclear weapons against China and DPRK. Fortunately, although some U.S military leaders favoured the nuclear option, Truman decided not to use the weapons for a number of reasons.  [19]  He discharged General MacArthur over this issue and redefined American policy by abandoning his objective of military reunification of Korea. His aim was now a return to the status quo, even as the Chinese and North Koreans were advancing southward. Truman was unwilling to engage in an all-out war which could have led to a world war involving the Soviet Union. However, instead of no nuclear weapons were used, the U.S resorted to massive air bombings, including the use of napalm. It is quite obvious that not only its government but also the people of DPRK have no good memories of the U.S. Linking the U.S capability to use nuclear weapons in the Korean War and the present debate on the North Korean nuclear program, Michael J. Mazarr stated that: The U.S thus exposed North Korea, during its infancy as a nation, to the fearsome power and enormous political value of nuclear weapons. The lesson was apparently not lost on North Koreas leaders, and early U.S nuclear threats are one important thread in the tapestry of the Norths motives for a nuclear program.  [20]   The Hiroshima and Nagasaki bombs showed to the world that conflicts in the 20th century could be decided within seconds.  [21]  This experience and the possibility that those weapons could decide a war again left a deep impression on the DPRK regime and its population. Furthermore, the U.S foreign policy on the Korean Peninsula made it almost unnecessary for Pyongyang to spread the impression of a brutal and arrogant America: the behaviour of the U.S spoke for itself. Until today, the sorrows of the Korean War have a special meaning to the North Korean resentments against the U.S. With the American considerations about the use of nuclear force during the Korean War, the nuclear issue touched ground in this region for the first time. As the war reached a new phase with massive intervention of Chinese volunteers, the UN General Assembly formally proposed a ceasefire in December 1950. The representatives of the UN and communist commands began formal truce negotiations in July 1951, but only in 1953, with the death of Stalin and with Dwight Eisenhower as the U.S President, did the bitter fighting come to an end, with heavy casualties on both sides. An armistice agreement between the UN forces, represented by the U.S, and China and DPRK was drawn up and signed. South Korea, however, wanting to unify the country with the help of the U.S, refused to sign the truce agreement.  [22]  Instead, a mutual defence treaty was signed with the U.S in October 1953 and an arrangement for the continued presence of U.S forces in South Korea. The subsequent Geneva Conference on Korea in April 1954 failed to find a political solution to the two Koreas issue. The failure of the two attempts to unify the peninsula only deepened the division, making any contact with each other impossible. The Korean War began with the aim of reunification by military force, but ended with hundreds of thousands of deaths and a nearly totally devastated peninsula in July 1953. The development on the Korean Peninsula has gone through a lot of critical situations since the war ended. In succeeding years, the Cold War seemed to make it impossible for the two Koreas to start a policy of conciliation and to smooth the way for reunification. 2.4 North Koreas Nuclear Program Toward the end of the Cold War, South Korea became one of the major economic powers in the region while DPRK seemed to become totally isolated with political changes. The decline of the Soviet Union, the collapse of former brother-states in Eastern Europe, and the reform process in China, left deep uncertainty in DPRKs leadership. Since the first indigenous North Korean reactor was detected in the early 1980s by U.S spy satellites, the attention of the world community has focused on the question of whether DPRK is using its nuclear facilities to produce military-grade nuclear material. The loss of important economic partnerships and natural disasters has brought Pyongyang into a position where the government was unable to provide food for its own population, it was quite logical that DPRK used the uncertainty of the world community about the status of its nuclear program to broaden its clearance in gaining economic support without losing political control over the country. Indeed, since 1990 and the withdrawal of Soviet support, DPRKs economy has declined sharply, though according to South Korean reports, 1984 was the last time the country achieved economic self-efficiency.  [23]  A central tool in DPRKs efforts to maintain the communist regime has been the use of weapons development in order to gain concessions, aid and favourable treaty outcomes with its prospective adversaries. At a glance DPRKs behaviour might seem to show that it is making threatening acts for no other reason than to disrupt the process of warming relations with South Korea, the U.S, and its other neighbours. However, re-examination shows a careful policy of developing a threatening system or capability, and using that threat to gain attention, and hopefully concessions from negotiating partners. Figure: 1 North Koreas Nuclear Facilities Source: Interactive Map of DPRK Nuclear Facilities (2002).  [24]   DPRK first employed this policy over its nuclear power and weapons program in the early 1990s. An indigenous nuclear program had been underway since the 1970s, but it was only in 1992 that the UN nuclear monitoring body, the International Atomic Energy Agency (IAEA) was allowed to inspect all DPRKs nuclear facilities as illustrated at Figures 1. After three inspections, the submitted data showed discrepancies which indicate that DPRK might have been concealing enough plutonium to build one or two nuclear weapons.  [25]  After an abortive declaration of withdrawal from the nuclear Non-Proliferation Treaty (NPT), DPRK has agreed to give up its nuclear program with the condition that modern light-water reactors were supplied to fulfil its energy needs. After a period of crisis, war was averted when this formula was included in the Agreed Framework of October 1994 between the U.S and DPRK.  [26]   The recent confrontation between the U.S and DPRK flared after the country was named as one of the three countries in the Axis of Evil by President George W. Bush in his annual State of Union speech in January 2002. It seems probable now that this was the by-product of a speech intended to justify a war with Iraq.  [27]  However, when publicly labelled an evil state by the worlds only superpower, tensions apparently heightened within the DPRK regime. In any case, when James Kelly, U.S assistant secretary of state, confronted the North Koreans with evidence of a uranium enrichment program in October 2002, they admitted the existence of the program. DPRK then proceeded to remove seals on the reprocessing plant at Yongbyon, and declared its withdrawal from the NPT on January 10, 2003.  [28]   2.5 Summary As discussed, the two Koreas were divided at the 38th parallel at the end of the Second World War. That line became the line of demarcation between the Soviet troops advancing from the north and the American troops coming from the south. It was the beginning of the rivalry between the two major world superpowers. Thus, Korea came to be divided into two temporary zones of occupation that, as the Cold War deepened, became the sites of two different regimes with different principles and ideologies. The problem worsen with the North Korean invasion of South Korea which sparked the Korean War. The conflict had developed into a limited international war involving the U.S and nineteen other nations on one side and China and North Korea on the other. The war ended with the signing of an armistice between the U.S, representing the UN forces, and China and North Korea. South Korea refused to sign the truce agreement, but instead signed a mutual defence treaty with the U.S. In the early 1990s, with the collapse of the Soviet Union which means the withdrawal of Soviet support and the reform process of China, DPRK felt isolated. At the same time, with collapsing economy and widespread famine it had to survive by bolstering its conventional forces and embarking on nuclear program. This was also because DPRK wants respect and security guarantee. Further, DPRK develops nuclear weapons out of fear and to attain a more positive deal in negotiations. That is the more positive view; alternatively, the North Koreans simply see the nuclear program and the bomb as their right and a necessity.

Strengths And Limitations Of Education Campaigns Health Essay

Strengths And Limitations Of Education Campaigns Health Essay To establish the need for education amongst the population and its vital role in reducing HIV transmission. To assess the effectiveness (and thus the strengths and limitations) of various educational campaigns in preventing spread of HIV. To determine the psychological and social factors that may contribute to the effectiveness of such campaigns. During the 1980s and 1990s, the spread of HIV increased dramatically within the UK, however has slowed down over the last 20 years (1). Currently there are approximately 33 million people around the world who are living with HIV, and each year more and more people are being infected (2). There are several methods in place to help prevent the spread of HIV, including interventions for sex workers, treatment of STIs, voluntary counselling and testing and needle exchange programmes (3). However, perhaps one of the most important methods in preventing the spread of the virus is educating the population both as a whole and as individual groups. Once people have the knowledge about how HIV is transmitted and what it is, they are then able to take their own necessary precautions in preventing themselves from getting infected (4). For those already with HIV, educational campaigns can help increase awareness about how to cope and live with the disease as well as showing them how to prevent it s transmission. Generally, educational campaigns naturally tend to focus on at risk groups, such as men who have sex with men, sex workers and intravenous drug users (5, 6). Although this is a sensible approach, it is also important that the campaigns do not exclude the education of many other groups who are not considered directly at risk, such as the elderly (6). This is important as it can increase stigmatisation of the at risk groups, as well as not respecting the fact that HIV is a non discrimative virus and can infect anyone. By taking a detailed look at 4 types of educational campaigns, it is possible to assess the strengths and limitations of each, as well as determining the psychological and social factors that might make a campaign more or less effective. Mass Media Campaigns Mass media campaigns are generally used by governments as a method to dramatically increase general awareness amongst the whole population (2). Many forms of media can be used, for example advertisements on television, internet websites, flyers and posters distributed to each household. This type of educational campaign ensures that everyone has the same awareness of HIV, and can also be used to prompt people into further research for themselves (7). In the 1980s, the UK launched one such campaign, with the slogan: AIDS: Dont die of ignorance (8). This had a great effect in increasing general awareness amongst the whole population, however this type of mass education also has its limitations. The overall effectiveness is difficult to assess, as it is such a general form of education, as well as the fact that it is not the only method of HIV prevention tactics that were put into place at that time (9). Also, it does not target specific behavioural issues that need to be changed and wi th its widespread strategy it also is difficult to reach marginal groups (2). Another aspect that is a major downfall is that it may even increase stigma and discrimination as some early campaigns used fear as the main factor in reducing HIV spread, which caused many people to become fearful of those with HIV (10). It also could have led to a decrease in people getting tested for HIV as they were so worried about the effects, both social as well as physical. If these fear campaigns were focused to specific risk groups, it could cause a major stigmatisation of these people which would encourage the view that if you were not a part of the risk group there was no need to be concerned about HIV (2). HIV education in schools Approximately 1 in 6 new HIV infections in 2008 were among people who were under 15 years old (2). Therefore it is extremely important for young people to be equipped with the knowledge about what HIV is, how it is transmitted, and how they can reduce their risk of becoming infected regardless of whether they are sexually active or not. Schools are an excellent place to increase young peoples awareness as they are so universal and therefore would be able to target a wide audience. Also evidence shows that when targeted at a young age, educational campaigns for health promotion tend to be met more receptively by the young (11). By instilling young people with knowledge about HIV risks and diminishing discrimination against those with HIV at an early age, these ideas and values will be held throughout their lives and aid in the long term decrease in HIV prevalence (12). However there are still some limitations to educational campaigns within schools. The nature of the education may not be universal, as some schools may focus on abstinence-only programmes, which would not teach about safe sex and condom use (12). Since 1997, USA funding has increased in promoting these sorts of programmes within its schools despite studies showing that there is no long term effect on sexual health outcomes (12). Some religious schools across the world also prevent the teaching of safe sex and condom use amongst not only the young but also the general population (2). HIV education in the workplace As well as schools, the workplace is also an ideal place to target a wide audience who would be receptive to detailed information about HIV and its transmission. By increasing awareness about HIV and AIDS within the workplace, people who are both delivering as well as receiving this information would then be able to implement the practices both in their working lives as well as teaching their friends and families (2). There are also many professions that may in fact carry an increased risk of HIV transmission, for example those that work in health care (13). These workers would be at an increased danger of percutaneous injuries and specific education about how to avoid such injuries and what to do in the event of one occurring is vital to preventing the viruss transmission (14). Increased knowledge about the disease would also have the benefit of reducing the stigma surrounding HIV and AIDS and prevent discrimination in the workplace. This type of education, although effective, may not be put into place at every workplace therefore some infections may still occur through lack of awareness. Also stigma and discrimination against those who are infected may also sill exist. HIV and Peer Education Peer education is an excellent way of educating different groups, especially those groups which tend to be marginalised by society (2). It is a way of helping people within these groups to relate to the speaker and to be receptive about the content of discussion (15). As the peer educators are generally from a similar social background as the group, it is therefore a much more relaxed and social way of education. People also may feel a lot more comfortable asking questions about sensitive topics and issues to someone they can relate to and feel more relaxed around (16). Studies have shown that peer education works particularly well with members of society who are at risk of HIV but distrustful of authoritative figures, such as those in prisons (2). This is important as it provides an excellent way of reaching out to those in marginalised groups who need HIV education to increase awareness but may not know how to go about receiving this. As with all the above methods of educational ca mpaigns, peer education would be reliable and accurate, as those who are educating would have undergone recent and relevant training (16). However, peer education may be difficult to set up, and would also be dependant on government support and private organisations and charities setting them up in the first place. Issues such as national discrimination against homosexuals would also reduce the level of education provided, for example in countries such as Zimbabwe, where the president has openly condemned homosexuality (17). Conclusion Although these are not the only types of educational strategies available, each has several strengths and well as a few limitations. The limitations tend to be focused towards a level of stigma and discrimination against those with HIV and a fear of the virus itself by both individuals as well as governments. However it is only with correct understanding and education in the issues surrounding HIV that people can learn to avoid unnecessary infection and respect the fact that HIV is a universal problem and can affect anyone. Education is highly important, however on its own it can only go so far in stopping the spread of HIV. Other methods of harm prevention must also be put into place to ensure that HIV transmission is minimised, for example needle exchange programmes, open clinic testing and accessible condoms would be required (4). Once people understand the social as well as physical factors associated with HIV, they must be able to have places to go that offer support and can help them if they wished to further their knowledge about the virus. In conclusion, educational campaigns must both be widespread to access the population as a whole, as well as targeted to individuals and specific groups in order to change risky behaviours both in the short and long term.

A Critical Essay on Edgar Allan Poe’s The Fall of the House of Usher (1

The twenty first century author Alexandra Iftodi Zamfir (1986- ) argues that ‘architecture and settings are more important in Gothic fiction than in any other type of literature.’ (Zamfir. 2011: 15). The execution and the nature of architectural space performs a significant role within the narrative structure of Gothic fiction as it creates and builds layers of imagery that signify the horrific and gloomy. This is illustrative of a building construction, one in which creates an atmosphere of suspense, a prominent aspect to the Gothic fiction genre. It was the Gothic writer Horace Walpole (1717-1797) who first illustrated in his Gothic novel The Castle of Otranto (1764) an example symbolic to the nature and power of architectural space explored through the composition of his own â€Å"house in Strawberry Hill, which was the most complete neo-Gothic structure of the time. His mansion, as the author admits, stands at the base of architectural design†¦shapes, deco rs, landscapes, were all under one form or another, elements of Gothic construction.† (Zamfir. 2011: 18). This critical essay will explore and analyse the nature of Gothic architecture deployed as a vehicle of construction within the narrative structure of the American author Edgar Allan Poe’s (1809-1849) macabre and fictional prose The Fall of the House of Usher (1839). (Poe. 1987: 1). I shall present and argue how the artistic effects used in the narrative structure create an atmosphere of tension and suspense, through the exploration and investigation of Gothic architecture, demonstrating a close reading and psychological analysis from key passages of the text applying psychoanalytical examples from the nineteenth century theorist Sigmund Freud (1856-1939). (Chiriac... ...sign_of_Space_in_Gothic_Architecture. [Accessed 11th May 2012] Giordano, R. (2005-2011) Poestories.com: An Exploration of Short Stories by Edgar Allan Poe. [On-line] Available from: http://www.poestories.com/. [Accessed 24th September 2011] Gunn, A.G. (1997-2002) Cyclopaedia of Ghost Story Writers. [On-line] Available from: http://www.jb.man.ac.uk/~agg/ghosts/#poeea. [Accessed 24th September 2011] Hallqvist, C. (2001) The Poe Decoder. [On-line] Available from: http://www.poedecoder.com/. [Accessed 24th September 2011] Montagna, J.A. (2006) The Industrial Revolution. [On-line] Available from: http://www.yale.edu/ynhti/curriculum/units/1981/2/81.02.06.x.html. [Accessed 11th May 2012] Pridmore, J. (1998-2011) Edgar Allan Poe (1809-1849). [On-line] Available from: http://www.literaryhistory.com/19thC/Poe.htm. [Accessed 24th September 2011] A Critical Essay on Edgar Allan Poe’s The Fall of the House of Usher (1 The twenty first century author Alexandra Iftodi Zamfir (1986- ) argues that ‘architecture and settings are more important in Gothic fiction than in any other type of literature.’ (Zamfir. 2011: 15). The execution and the nature of architectural space performs a significant role within the narrative structure of Gothic fiction as it creates and builds layers of imagery that signify the horrific and gloomy. This is illustrative of a building construction, one in which creates an atmosphere of suspense, a prominent aspect to the Gothic fiction genre. It was the Gothic writer Horace Walpole (1717-1797) who first illustrated in his Gothic novel The Castle of Otranto (1764) an example symbolic to the nature and power of architectural space explored through the composition of his own â€Å"house in Strawberry Hill, which was the most complete neo-Gothic structure of the time. His mansion, as the author admits, stands at the base of architectural design†¦shapes, deco rs, landscapes, were all under one form or another, elements of Gothic construction.† (Zamfir. 2011: 18). This critical essay will explore and analyse the nature of Gothic architecture deployed as a vehicle of construction within the narrative structure of the American author Edgar Allan Poe’s (1809-1849) macabre and fictional prose The Fall of the House of Usher (1839). (Poe. 1987: 1). I shall present and argue how the artistic effects used in the narrative structure create an atmosphere of tension and suspense, through the exploration and investigation of Gothic architecture, demonstrating a close reading and psychological analysis from key passages of the text applying psychoanalytical examples from the nineteenth century theorist Sigmund Freud (1856-1939). (Chiriac... ...sign_of_Space_in_Gothic_Architecture. [Accessed 11th May 2012] Giordano, R. (2005-2011) Poestories.com: An Exploration of Short Stories by Edgar Allan Poe. [On-line] Available from: http://www.poestories.com/. [Accessed 24th September 2011] Gunn, A.G. (1997-2002) Cyclopaedia of Ghost Story Writers. [On-line] Available from: http://www.jb.man.ac.uk/~agg/ghosts/#poeea. [Accessed 24th September 2011] Hallqvist, C. (2001) The Poe Decoder. [On-line] Available from: http://www.poedecoder.com/. [Accessed 24th September 2011] Montagna, J.A. (2006) The Industrial Revolution. [On-line] Available from: http://www.yale.edu/ynhti/curriculum/units/1981/2/81.02.06.x.html. [Accessed 11th May 2012] Pridmore, J. (1998-2011) Edgar Allan Poe (1809-1849). [On-line] Available from: http://www.literaryhistory.com/19thC/Poe.htm. [Accessed 24th September 2011]

Defending our Nation Against Terrorism :: America Terrorism Argumentative Essays

Defending our Nation Against Terrorism As a member of the US Navy and a servant to the armed forces of the US, the past four or five months have been almost heartbreaking as I have watched the world take shots at the domination of US foreign policy. To think about the US Military as a potential or even acting terrorist makes me sick as I believe that I am serving to protect ideals such as freedom and democracy. However, there are many that look to the red, white and blue of the Americas as an aggressor against world peace and not as a linch-pin in the search for the global sustainment of order. This idea of aggression can be backed up by many examples, however, I would like to take this time to try and point out the good that comes from military intervention and disregard, just for a minute, the inability of the US to respect global sovereignty of various nations. It is through this explanation of service to the world in which I will defend myself as I try desperately to defend my nation. To begin with, a sense of duty was instilled in many Americans from the day they could first watch and hear the flag ceremonies held throughout the nation. A deep history of revolutionary blood and a restless search for inner-peace with our nation governed the formation of these 50 peaceful states. The emergence of the US as a dominant global power forced new responsibilities upon us as we entered the 20th century. It was the age of imperialism and the US jumped in headfirst in expanding her â€Å"empire without tears†, as William Cohen stated, into all parts of the global economy. This intrusion of US economic welfare and constraint angered many but it also helped many third world nations to regain their confidence in both their identity and in their people as a whole. It was from this period which we entered the World Wars and proved to many that we could be the guiding force in the spread of Democracy. The post War era saw the birth of the Marshall plan and one of the biggest restoration projects in the history of the world began in Western Europe as the US tried to right the wrongs that WWII ingrained in so many peoples heads.

Information System Strategic Planning: Strategic Thrust and Market Entry

Planning skills are essential in the business milieu as they play a central role in ensuring achievement of organizational goals and objectives. There are numerous planning strategies which organizations employ in their systems but the two most commonly used are strategic thrust and market entry. Strategic thrust entails statements of strategic measures to be carried out in the planning horizon while market entry strategy entails delivery and distribution of goods and services to a specific market.Statements for strategic thrust ensure that independent activities work in harmony and sufficient energy is concentrated on critical aspects in the market. Its primary objective is to generate an extensive and collective understanding of the strategic measures to be carried out in a span of between three to five years. Strategic thrust focuses mainly on linking business strategy with information technology. Information technology constitutes a vital competitive weapon hence making it essent ial in the realization of competitive edge.Unlike strategic thrust which focuses on strategic information systems, market entry focuses on ensuring that products perform well and are adequately received in new markets. To achieve increased sales and business stability, market entry strategy employs several methods which are inclusive of producing own products, exporting products, forming alliances and franchising. In addition to that, it takes into account numerous factors in evaluating viability of a particular market. Such factors include barriers, competition intensity, government policies, and products and services to be sold.In conclusion, despite the two planning strategies encompassing different approaches, to some extent, they are complimentary. Strategic thrust and market entry can be utilized as offensive or defensive measures intended for specific targets. They can be directed towards suppliers, customers or even competitors with the main objective being attaining and mai ntaining business stability. In addition to that, depending on the resources available, the two can be used simultaneously since they employ approaches which are not contradictory.

Children Education Special Needs Essay

This first chapter introduces you to an area of education that has greatly affected the lives of countless children in positive way. Together we will take a look at the radical change of thought that has taken place, not only in this country, but also in other parts of the world. This, in turn, has influenced our understanding of how we identify children who require special needs. Here you will see the unfolding scenario that greatly affects all of us as we are being introduced to various groups who are directly or indirectly associated with these children. They include parents, educators, legislators, and even our leaders. But in the very central spotlight are the children who are exceptional or who need special services. As you become acquainted with new terminology, keep your focus on the major trends outlined, especially as these are interwoven into later chapters, as they highlight issues related to groups of children with specific needs or exceptionalities. Focusing Questions 1. How have perspectives on treating individuals with special needs changed over time? 2. What are the major forces that affect individuals with special needs development? 3. How have families been instrumental in obtaining services for individuals with special needs or exceptional children? 4. What trends show that individuals with special needs or exceptional individuals are becoming more integrated into society? Chapter Outline 1. Who are the individuals with special needs or exceptional children? 2. Characteristics of those with special needs or Exceptional Children 3. Identifying students with special needs 4. Methods of educational provisions 5. Instructional strategies 6. Changing perspectives on special needs children or exceptional children 7. Environmental influences on special needs children or exceptional individuals 8. Families of special needs children or exceptional children 9. The special needs children and the school 10. The special needs children in the society 11. Issues Related To The Special Needs Children 12. Inclusive Education in Malaysia: Country Report 1. Who Are the Exceptional Children or Children with Special Need 2. Who Are the Exceptional Children or Children with Special Need Special education is the education of students with special needs or exceptional children in a way that addresses the students’ individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community. Some of the common special needs of these children include: challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. Special needs students benefit from additional educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area, or resource room. We define a child with special needs or exceptional child as a child who differs from the average or normal child in 1) mental characteristics, 2) sensory abilities,  3) communication abilities, 4) behavior and emotional development, 4) children with multiple and severe handicapping conditions, or 5) physical characteristics. These differences must occur to such an extent that in order to develop his or her unique capabilities, the child requires a modification of school practices, or special educational services. Perhaps the definition given is quite general. You might be asking: what is meant by average or normal? What is special education? How do we decide whether the child requires special education services or not? 2. CHARACTERISTICS OF SPECIAL NEEDS OR EXCEPTIONAL CHILDREN 2. CHARACTERISTICS OF SPECIAL NEEDS OR EXCEPTIONAL CHILDREN Children are considered educationally exceptional only when it is necessary to alter the educational program. As an example, a child is considered exceptional if he or she is unable to read or to master learning in the traditional way; or a child becomes bored by what is being taught in the classroom because he or she is far ahead of others. The term exceptional child can mean different things in education, in psychology, or in other disciplines. In education we usually group children of similar characteristics for instructional purposes. Some typical groupings are as follow: 1. Intellectual differences: This includes children who have high intellectual abilities as well as those who are slow to learner 2. Sensory differences: This includes children with auditory or visual impairments or disabilities 3. Communication differences: This includes children with learning disabilities, or speech and language disabilities 4. Behavior differences: This includes children who are emotionally disturbed or socially maladjusted. 5. Children with multiple and severe handicapping conditions: This includes children with combinations of impairments (for example – cerebral palsy and mental retardation; deafness and blindness) 6. Physical differences. This includes children with non-sensory disabilities that impede mobility and physical vitality When discussing a child as learner, we need to look at the complete portrait of the child itself, including the social and family context in which the child lives. These are the complex and unique forces which influence the child individuality. Once we recognize this, it is easier to choose the most appropriate instructional strategies and the most suitable learning environment. 3. IDENTIFYING STUDENTS WITH SPECIAL NEEDS 3. IDENTIFYING STUDENTS WITH SPECIAL NEEDS Some children are easily identified as candidates for special needs from their medical history – diagnosed with a genetic condition that is associated with mental retardation, brain damage, developmental disorder, visual or hearing disabilities, or other disabilities. Less obvious identification are students with learning difficulties. Two primary methods have been used for identifying them: i. discrepancy model – depends on the teacher noticing that the students’ achievements are noticeably below what is expected, and ii. response to intervention model – which advocates to earlier intervention. In the discrepancy model, a student receives special educational services for a specific learning difficulty (SLD) if the child has at least normal intelligence, and his academic achievement is below what is expected of with his or her intelligent quotient (IQ).. The discrepancy model recently has been criticized among researchers because diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence. Therefore an alternative approach has been identified. This approach i. identifies children who are having difficulties in school in their first or second year after starting school. ii. provides problematic children with assistance such as participating in a reading remediation program. iii. focuses on responses of these children on the intervention provided, then determines whether they are designated as having a learning disability. iv. ensures that those few who still have trouble may then receive designation and further assistance. Many experts believe that i. early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. ii. the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and iii.most parents and teachers place undue emphasis on academics In helping these children, their individual needs should be given a priority. Some of the critical issues need to be taken into considerations are: i. Services for these children should be customized to address each individual student’s unique needs. ii. Special educators should provide a continuum of services, in which students with special needs receive services in varying degrees based on their individual needs iii. Programs need to be individualized so that they address the unique combination of needs in a given student iv.Educational professionals need to use Individualized Education Programs (IEP) when referring to a student’s need v. They are being assessed for educational purposes i. e. to determine their specific strengths and weaknesses vi. All placement, resources, and goals are determined on the basis of the student’s needs vii. Should plan for accommodations and modifications to the regular program which include changes in curriculum, supplementary aides or equipment, and the provision of specialized physical adaptations that allow students to participate in the educational environment to the fullest extent possible. 4. METHODS OF EDUCATIONAL PROVISION 4. METHODS OF EDUCATIONAL PROVISION This can be broadly grouped into four categories, (using North American terminology): i. Inclusion: Students with special educational needs spend all, or at least more than half, of the school day with students who do not have special educational needs. Since inclusion can require substantial modification of the general curriculum, most schools use it only for selected students with mild to moderate special needs. Specialized services may be provided inside or outside the regular classroom, depending on the type of service. Students may occasionally leave the regular classroom to attend smaller, more intensive instructional sessions in a resource room, or to receive other related services that might require specialized equipment or might be disruptive to the rest of the class, such as speech and language therapy, occupational therapy, physical therapy, or might require greater privacy, such as counseling sessions with a social worker. ii. Mainstreaming: The practice of educating students with special needs in classes with non-disabled students during specific time periods based on their skills.  iii. Segregation: The practice of educating students in a separate classroom or special school. Some of the typical features are: * students with special needs spend no time in classes with non-disabled students * students may attend the same school where regular classes are provided, but spend all instructional time exclusively in a separate classroom for students with special needs * if their special class is located in an ordinary school, they may be provided opportunities for social integration outside the classroom, e.g. , by eating meals with non-disabled students iv. Exclusion: A student who does not receive instruction in any school is thus excluded from school. Exclusion may be described as * Those children with special needs which have been excluded from school, and such exclusion may still occur where there is no legal mandate for special education services, such as in developing and under developed countries * Children who are sick and need to be hospitalized; housebound children, or those detained by the criminal justice system. These children may receive one-on-one instruction or group instruction in hospital, at home, or the place where they are being detained. However, students who have been suspended or expelled from schools are not considered excluded in this sense. 5. INSTRUCTIONAL STRATEGIES 5. INSTRUCTIONAL STRATEGIES Different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications. An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is accessible to the student. Accommodations may be classified by whether they change the presentation, response, setting, or scheduling. For example, the school may accommodate a student with visual impairments by providing a large print textbook. This is known as a presentation accommodation. Examples of accommodations i. Response accommodation. Typing homework assignments rather than hand-writing them (considered a modification if the subject is learning to write by hand). Or by having someone else write down answers given verbally. ii. Presentation accommodation. Listening to audio books rather than reading printed books. Agencies like Recording for the Blind and Dyslexic and RNIB National Library service in the UK provide a variety of titles on tape and CD. These may be used as substitutes for the text, or as supplements intended to bolster the students’ reading fluency and phonetic skills. Similar options include designating a person to read text to the student, or providing text to speech software. Others include designating a person to take notes during lectures, using a talking calculator rather than one with only a visual display. iii. Setting accommodation. Taking a test in a quieter room. Moving the class to a room that is physically accessible, e. g. , on the first floor of a building or near an elevator; or arranging seating assignments to benefit the student, e. g. , by sitting at the front of the classroom. iv. Scheduling accommodations. Students may be given rest breaks or extended time on tests (may be considered a modification, if speed is a factor in the test). All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling. A modification changes or adapts the material to make it simpler. Modifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether and how the student is assessed, or any another aspect of the curriculum. For example, the school may modify a reading assignment for a student with reading difficulties by substituting a shorter, easier book. A student may receive both accommodations and modifications. Examples of modifications i. Skipping subjects: Students may be taught less information than typical students, skipping over material that the school deems inappropriate for the student’s abilities or less important than other subjects. For example, students whose fine motor skills are weak may be taught to print block letter and not cursive handwriting. ii. Simplified assignments: Students may read the same literature as their peers but have a simpler version, for example Shakespeare with both the original text and a modern paraphrase available. iii. Shorter assignments: Students may do shorter homework assignments or take shorter, more concentrated tests, e. g. 10 math problems instead of 30. iv. Extra aids: If students have deficiencies in working memory, a list of vocabulary words, called a word bank, can be provided during tests, to reduce lack of recall and increase chances of comprehension. Students might use a calculator when other students are not. v. Extended time: Students with lower processing speed may benefit from extended time in assignments and/or tests in order to comprehend questions, recall information, and synthesize knowledge. In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student. These are intended ultimately to increase the student’s personal and academic abilities. Related services include developmental, corrective, and other supportive services as are required to assist a student with special needs. This includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services. In some countries, most related services are provided by the schools; in others, they are provided by the normal healthcare and social services systems. As an example, students who have autistic spectrum disorder, poor impulse control, or other behavioral challenges may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities. 6. CHANGING PERSPECTIVES ON SPECIAL NEEDS CHILDREN 6. CHANGING PERSPECTIVES ON SPECIAL NEEDS CHILDREN In the nineteenth and twentieth century, medical profession was the first profession that gave significant attention to exceptional children. The attention was on the unique characteristics of the children that helped to diagnose their condition and treatment. They gave very little attention to the environment, the family, the culture and its influences on those children. For example if a child was blind or mental retarded, it was accepted that the problem was entirely within the child. The basic problem was to find ways to help the child adapt to the surrounding world. As programs for exceptional children expanded, it became clear that exceptional child involved a mix of the individual’s characteristics which needed to  take into account the demands of the environment on each individual. With this, the concept of exceptionality moved from a medical model, which implies a physical condition or disease within the patient, to an ecological model which sees the exceptional child in complex interaction with environmental forces. 7. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS 7. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS In order to understand exceptional children, we have to understand the environment in which the child exists. The child is at the center of a complex network of forces: the family, the school, and the larger society. As the child develops, the impact of each of these forces changed. For example, the family may be very important in early years, but in later years, school and society become more important. Even though t he influence of parents on the child is undisputable, bur psychologists and educators also believe that children have a powerful influence on their parents. A child who is hyperactive or has difficulty giving attention can create negative reaction among other members of the family. This will increase the child problem. Thus we need to look at both the effects of the family and the personal characteristics on the child. On the other hand, the school environment exerts a significant influence on the developing individual. Social forces and values can also influence exceptional children. The acceptance or non acceptance of the society on the handicapped children can affect the parents to cope with the exceptional child. Thus we can say that family, school, and society leave greater impact on the ability to cope with exceptionality than the individual or the nature of the exceptionality itself. 8. FAMILIES OF SPECIAL NEEDS CHILDREN 9. FAMILIES OF SPECIAL NEEDS CHILDREN One of the important elements in the ecological setting of any child is the family. For the exceptional child, the critical role of the family environment is more visible. For normal or able-bodied person, it is difficult to understand what it is like to have a handicapping condition. We can try to understand physical handicap, blindness and deafness through simulation. But still to those who have been handicapped from birth they do not have the visual, auditory and motor memories to help them. In fact it is harder to imagine what it is like to be mentally retarded – i. e. not to understand what is going on around them. Imagine failing at almost every tasks and what that does to an individual. Similarly it is hard to grasp the problems of the gifted of superior ability child, who cannot understand why others cannot see what is so obvious to him or her. Having exceptional children can happen to anyone, regardless of educational background, family status or financial standing. Society at large has begun to appreciate the pain and stress of parents having a child who is handicapped, and to realize the important of external support to maintain their equilibrium under those circumstances. Most parents with a severely handicapped child must cope with at least two major crises. The first is the symbolic death of the child who was to be – the loss of their dreams and hopes. Expectant parents have high hope for the unborn child – for success, for education, and for financial security. The second crisis is more challenging: the problem of providing daily care for their exceptional child. For example, the child who is autistic or cerebral palsied is often difficult to feed, to dress, and to put to bed. The thought that the child is not going to go through normal developmental process weighs heavily on them. 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL School is not only a center for learning but also a social training ground. School provides opportunities for the child to develop skills and knowledge that will allow him to adapt to the society, to respond to adult requirements, to interact with his peers, to form friendships, and to learn how to work cooperatively with others. For exceptional children school becomes particularly important in getting special kinds of assistance to become productive adults. Schools should carry out the responsibilities of providing a free public education for all children. In the past handicapped students have been deprived of the education because of the perception that these children did not fit into the established program. However in recent decades the schools have accepted their role more positively in giving equal education for all. 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY. The most revolutionary changes over the last few decades were the society’s view and acceptance of exceptional individuals as contributing members of society. However, it is helpful to understand the history of special needs children. The concept of giving education to every child to the highest performance possible is relatively new idea. The use of the term exceptional is itself a reflection of radical change in society’s view of those who differ from the norm. There are roughly four stages in the development of social attitudes toward children and adult with handicaps: 1. During the pre-Christian era where handicapped children were neglected or mistreated. 2. During the spread of Christianity, those children were protected and pities. 3. In the eighteenth and nineteenth centuries where institutions started to be established to provide separate education for exceptional children 4. In the latter part of twentieth century, we see a movement toward accepting people with handicaps and integrating them into society to the fullest extent possible. 11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN 11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN. 1. At-Risk Students At risk students (those with educational needs that are not associated with a disability) are often placed in classes with students who have disabilities. Critics assert that placing at-risk students in the same classes as students with disabilities may impede the educational progress of people with disabilities. Some special education classes have been criticized for a watered-down curriculum. [ 2. Inclusion The practice of inclusion (in mainstream classrooms) has been criticized by advocates and some parents of children with special needs. This is because some of these students require instructional methods that differ from typical classroom methods. Critics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational provision for these students who depend on different instructional methods in order to learn often fall even further behind their peers. Parents fear that their children would continue to lack behind from the rest of the class and thereby impair the academic achievements of all students. (NOTE: Discussion on Country Report) 3. Eligibility Criteria Some parents, advocates, and students have concerns about the eligibility criteria and their application. In some cases, parents and students protest the students’ placement into special education programs. For example, a student may be placed into the special education programs due to a mental health condition such as obsessive compulsive disorder, depression, anxiety, panic attacks or ADHD, while the student and his parents believe that the condition is adequately managed through medication and outside therapy. In other cases, students whose parents believe they require the additional support of special education services are denied participation in the program based on the eligibility criteria. 4. Severely disabled children It is debated whether it is useful and appropriate to attempt to educate the most severely disabled children, such as children who are in a persistent vegetative state. While many severely disabled children can learn simple tasks, such as pushing a buzzer when they want attention, some children may be incapable of learning. Some parents and advocates say that these children would be better served by substituting improved physical care for any academic program. 13. INCLUSIVE EDUCATION IN MALAYSIA: COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA 14. INCLUSIVE EDUCATION IN MALAYSIA: COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA National Education Philosophy * To reinforce the direction and goals of national education. * It emphasises holistic and integrated education. * To nurture well-balanced students physically, emotionally, spiritually and intellectually Vision: Excellent Schools and a Glorious Nation. Mission: Developing Individual Potential through Quality Education Overview of the system: INCLUSIVE EDUCATION: Welcome all learners regardless of their characteristics or disadvantages and addressing the diverse needs of all learners by reducing barriers within the learning environment. Adopting more holistic definition of inclusive education Inclusive education means that all students in a school, regardless of their differences, are part of the school community and can feel that they belong. The mandate to ensure access, participation and achievement for every student is taken as given. (Department of Education, Tasmania, 2006) Building †¦ a school community where students are not only valued and respected but also involves social connectedness and creates a feeling of belonging among the students (DISABLED + NON DISABLED). Inclusive education in Malaysia is illustrated by the opportunity to gain access (without gender bias) to quality education for all, including ‘At Risk’ children/adults, namely: * Children with special education needs; * Indigenous children (Orang Asli & Penans); * Children in hospitals (Schools in Hospital); * Young convicts and juveniles (IS & HGS); * Undocumented or stateless children; and * Indigenous adults (Adult education classes) Malaysia Embraces Inclusive Education * 2003: Compulsory primary education * 2008: Free education or fully funded schooling (No school fees or examination fees) * Support program: Textbooks-on-loan, boarding facilities, scholarships, allowances, food & nutrition and school health. * Curricula for specific groups: Modified/alternative curriculum for children with special needs, special curriculum for indigenous pupils and special learning modules for indigenous adults * Remedial and enrichment programs to reduce gaps in 3Rs. LEGISLATION ACT 550 – EDUCATION ACT (1996) Chapter 3 – Compulsory Education: Minister to provide primary education for all 29A. (1) The Minister may, by order published in the Gazette, prescribe primary education to be compulsory education. Chapter 8 – Special Education 40. The Minister shall provide special education in special schools established under paragraph 34(1) (b) or in such primary or secondary schools as the Minister deems expedient. Power to prescribe the duration of and curriculum on special education 41. (1) Subject to subsections (2) and (3), the Minister may by regulations prescribe —. (a) the duration of primary and secondary education suitable to the needs of a pupil in receipt of special education; (b) the curriculum to be used in respect of special education; (c) the categories of pupils requiring special education and the methods appropriate for the education of pupils in each category of special schools; and (d) any other matter which the Minister deems expedient or necessary for the purposes of this Chapter. Below are illustrations of the acts: ACT 685 – PERSONS WITH DISABILITIES ACT PWDs (Persons with disabilities) (2008). 36. (1) The Government and the private healthcare service provider shall make available essential health services to persons with disabilities which shall include the following: a. prevention of further occurrence of disabilities, immunization, nutrition, environmental protection and preservation and genetic counselling; and b. early detection of disabilities and timely intervention to arrest disabilities and treatment for rehabilitation INTERNATIONAL LEGISLATION a. Convention on the Rights of the Child, UNESCO (12th December 1989) b. Jomtein World Conference on Education for All, UNESCO (1990) Article 1: Meeting Basic Learning Needs Every person – child, youth and adult – shall be able to benefit from educational opportunities designed to meet their basic learning needs c. Salamanca Statement 1994: School should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions d. Dakar Framework for Action (2000) Article 7(i): Expanding and improving comprehensive early childhood care and education for the most vulnerable and disadvantaged children e. Biwako Millennium Framework for Action 2002: Towards an Inclusive, Barrier Free & Right-based Society for Persons with Disabilities f. Convention on the Rights of Persons with Disabilities 2006 TYPES OF CHILDREN WITH LEARNING DISABILITIES 1. Children with Pervasive Development Disorders (PDD), Autism, Asperger Syndrome, Rett Syndrome, Childhood Disintegrative Disorder or PDD-NOS. 2. Children with Specific Developmental Disorders – Speech & Language, Cognitive Skills, Motor Function and mixed specific developmental disorders. 3. Children with chromosomal disorder : (Angelman/Prader Willi Syndrome, Down Syndrome , Klinefelter Syndrome†¦) 4. Children with other Developmental Disorders (Apert Syndrome, Goldenhar, Syndrome, Noonan Syndrome†¦) 5. Children with Specific Learning Difficulties – Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, etc. 6. Children with Emotional Behavioural Difficulties – ADD, ADHD, CD, ODD, etc. 7. Children with multiple disabilities. EARLY IDENTIFICATION & INTERVENTION Early Identification a. Literacy and Numeracy Screening (LINUS) b. Checklist (Screening instrument) : Identify children for special needs to be referred for diagnosis by registered doctors EARLY AND TIMELY INTERVENTION a. Special Education -. * Trained teachers, teaching styles, classroom environment, curriculum, extracurricular activities and assistive devices. * Special Education Service Centres Special Education Service Centre: a. Facilities: * Audiology room * Low vision room * Occupational therapy room * Physiotherapy room * Psychology room * Multi-sensory room * Common Rehab Corner and * Toy library. b. Personnel: * Audiologist * Speech pathologist * Peripatetic * Physiotherapist * Occupational Therapist * Educational and/or Clinical Psychologist. c. Services: * Audiology * Individual/Group Speech Therapy * hearing aids and Braille maintenance * low vision and mob.