Development as a second language teacher

Teaching a second language means teaching a language to learners who are not originally natives to that language. This form of instruction can either be carried out in the learner’s own nation either within the public school system or privately for instance in a part time language school or with a private tutor. The teachers can either be native or non-native speakers of the language. Teaching techniques Reading There is an increasing popularity in teaching that uses literature targeting the young children and teenagers.Teenager oriented literature provides simpler resources especially the reading material printed by major publishers and mostly gives a more comprehensive method than the one found in the adult literature (Tarone et al, 2009). Communicative language teaching Communicative language (CLT) concentrates on interaction as both a technique and an objective of learning a second language. The method is also described as the communicative approach to the instruction of f oreign languages or the communicative method.CLT is often found to be a response to the audio-lingual method (ALM) and a complementation or advancement of the notional-functional syllabus (Tarone et al, 2009). Blended learning Blended learning is an arrangement that incorporates both classroom teaching and online interactions and is also called CALL or computer-guided language learning which is realized through a virtual learning environment. Input and input processing Input and input processing are major components of developing a second language or second language acquisition.The term input describes all the information that the learner actually processes from the information offered to them. It is not possible to acquire second language without input and input processing. Acquisition models vary in the kind of input which is found to be the most significant factor to second language acquisition. Induction models view acquisition as a product from informal message-centered input w hile instructional models view formal instruction as a significant component of second language acquisition.Any of the acquisition models recognizes the direct relationship between language input which the students are exposed to and the language output they deliver. When input is offered by interaction in natural environment learners concentrate majorly on trying to comprehend and produce a message and end up acquiring the second language as a coincidence. Conversely, if learners emphasize on the language itself, they pick the language intentionally. The above analysis of input however suggests that input is always available to the learners whether in their conscious state or otherwise.Though the intention to learn is not vital to the learning process, attention to the input is essential to begin processing the input in order to acquire or develop the second language (Tarone et al, 2009). Social cultural perspective in language learning A social cultural viewpoint in language learn ing is based on theoretical assumptions and empirical investigation of learning acquired from different fields including human development, linguistic anthropology and social theory.According to this viewpoint, language development starts with an individual’s social world which encompasses a diverse mix of regularly appearing goal-oriented intellectual as well as practical activities. Through the learner’s direct involvement in the activities as well as transformations in the learner’s life, the structural components of language are acquired together with communicative intentions and particular perspectives of the language. It is though ultimate internalization of self-regulation of the particular methods of achievement of success in the activities that characterizes growth in language acquisition.From this view point, learning is regarded as the process of altering the patterns of participating in particular social practices among the communities as opposed to internal assimilation of structural features of language structures. Since schools are significant social setups, the activities constituting their classrooms are regarded as fundamental sites of learning a second language (Tarone et al, 2009). Classroom interaction Classroom interaction is a method in which learning is achieved in classrooms.In language classrooms, interaction assumes a significant role in language acquisition in that it’s both a medium of language acquisition as well as an object of educational attention. By interacting with each other, learners and teachers form a common body of knowledge. They also establish mutual understanding of their functions and relationships and the values and anticipations of their participation as members in the classrooms. This implies that through interactions, learners and teachers socialize into specific understanding of what constitutes the formal curriculum.The forms of interactions also assist in describing the values by w hich individual learners achieve their targets (Duff, 2000). Peer-to-peer dialogue in language acquisition In mutual dialogue, learners share ideas to solve linguistic challenges and/or construct language or ay information about language. Language mediates this activity as cognitive equipment to process and control meaning formulation and also as a social equipment to convey information to others. This implies that any word spoken can be viewed as both a process as well as a product.Peer-to-peer dialogue is important in all the four skills acquired in second language development, that is, reading, writing, speaking as well as listening. Peer-to-peer dialogue can thus be considered as a mediator to second language learning (Oxford, 1993). Value of reflection and reflective teaching Reflection or critical reflection describes an activity or procedure whereby an experience is remembered, considered and assessed normally in regard to a wider purpose.It is a reaction to past experiences and entails conscious recall and assessment of the experience as a basis for valuation and decision making and a directive for planning and plan execution. Reflective teaching has various approaches which include study of oneself and others, group teaching and exploring ones perspective of instructing through writing. In spite of the approach chosen, three parts that are a component of the method include: the event, recollection of the event and review and reaction to the event (Abbott, 2000). Errors and error correctionLearning of a second language involves Errors and error correction. Error analysts differentiate between errors, which are logical, and mistakes, which are not. They are concerned with identification of errors in the acquisition of second languages. An error can be categorized as a basic error, covert errors, overt errors or domain. They can also be classified on the basis of the level of the language. The classification of an error is very important since its correc tion is possible if it is positively identified (Corder, 2001). Qualities of a good second language teacherA good second language teacher is a pre-requisite to the learning of a second language. A good and qualified teacher will motivate the learners by making the lessons more interesting and educational. A good second language teacher should have the appropriate qualification and education. For instance, it is not obvious that a person whose native language is English is necessarily capable of teaching English. Teaching the language requires special training to equip the tutor with the necessary skills appropriate for teaching the language.Qualified tutors should have a firm knowledge of linguistics, language skills and the modern teaching methodologies and theories. The tutors should consistently keep themselves updated, for instance, by extensive or wide reading and participating in language conferences (Tarone & Swierzbin, 2009). Dedication and sense of humor A good second langu age teacher should have a passion for teaching and should be dedicated to the teaching career. The tutor should teach with the intention of making a difference in the learner and assist them to learn.A good second language teacher should not be solely be motivated by money but should have the inner motivation to teach and help. Motivation by money would imply that the tutor is more interested with acquiring money rather than the needs of the learners. The teacher should possess a good sense of humor. Such a teacher will be able to make the learning enjoyable and fun (Tarone & Swierzbin, 2009) Four skills in second language acquisition Listening Listening is the language skill which students mostly find the most difficult to comprehend. This is as a result of the students’ feeling that they not compelled to learn every word.To realize their objectives in relation to this skill, the tutor plays a significant role that is described by the following steps: first, it is necessary to assist all the learners prepare for the listening task properly before the text is introduced to them. It is therefore necessary for the tutor to make certain that the learners comprehend the language they require to finish the task and are fully informed of their expectations in the course. The learners need to be reassured that it is not necessary that they comprehend every word but most of the words especially the common ones.The next significant step is to encourage the learners to anticipate the words they would hear. In real life, the condition, the speaker, and the image clues all assist everyone to decipher oral messages (Duff, 2000). Speaking In teaching the speaking skill, the tutor must take into consideration that the language input used in the instructional process is higher than the level of the language production anticipated from the learners. Learners especially those in primary schools should be exposed to several speaking activities to enable them participate w ith little verbal response.At higher levels however, learners are motivated to start to manipulate language and convey themselves in a clearer and more personal means. In the primary school for instance, the two major speaking activities utilized are: songs, chants, and poems to encourage learners to imitate the model they hear on the cassette. Other activities are the game and pair work activities which should at all times emphasize on a particular model. These motivate the learners to start to manipulate the language by exposing them to certain amount of choice, although within a supposedly controlled situation (Duff, 2000).Reading In order to make reading a relaxed and interesting activity as opposed to a boring and tedious duty, it is significant to ensure that the learners do not struggle to read every word they come across, whether they are skimming for the wording for general meaning or scanning it to look for particular information. At this point, the teachers should select texts while considering the difficulty level. They should also consider the interest of the learners as well as their humor so that the learners are encouraged to read as they would do with their native language.The selected texts should be motivating enough to keep the learners entertained as well anxious to read and learn more of the language. As far as the listening activities are concerned, it is significant to invest more time preparing for the tasks by utilizing illustrations (Duff, 2000). Writing In the lower levels, EFL learners progress from writing secluded words and phrases, to short paragraphs about some specific topics or very common topics like family, home, and hobbies and friends. Since most of the learners at this level are unable to either linguistically or intellectually create written text from the start.The writing activities mainly show towards the end of a course to enable the learners have adequate exposure to the language and practice of the major structures and vocabulary they require. At this point, the learners work will invariably contain errors. The teacher should be more sensitive in the correction process and not focus much on every error that is identified. A piece of written work that is full of correction work is de-motivating and usually counter-productive. In as much as possible the learners should be encouraged to make corrections in their own work (Duff, 2000).Difficulties to the learners Language instructing practice often presumes that most of the difficulties that students encounter while learning the language are as a result of the level to which their native language varies from the second language.. An indigenous speaker of Chinese may for instance encounter more difficulties than an indigenous speaker of German, because German is closely related to English more than Chinese is. This may also apply to individuals of any first language intending to study any other language.Language learners commonly make mistakes esp ecially syntax and pronunciation mistakes due to the influence of their first language like mapping its grammatical structure inappropriately onto the second language, pronouncing certain sounds wrongly or with difficulty and confusing certain aspects of the vocabulary, referred to as false friends. This is known as first language transfer or language interference (Richards & Renandya, 2002). Conclusion A good second language instructor is a significant factor when learners are studying a second language.It has generally been agreed that great tutors are those that still recall what it was to be a learner and treat the learners as equals. When teaching a second language, the tutor must establish an open, free and close relationship with each of the learners and motivate the quieter ones or the slow ones to gather enough confident and courage. The teacher should have enough patience and appreciation and an understanding that everyone can make mistakes. Being in a position to teach a second language is the most rewarding job since it involves assisting learners to advance and communicate abroad (Richards & Renandya, 2002). References Abbott, M. (2000). Identifying reliable generalizations for spelling words: The importance of   Ã‚   multilevel analysis. The Elementary School Journal 101(2), 233-245 Corder, S. P. (2001). The significance of learners' errors. International Review of Applied   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Linguistics, 5, 160-170. Duff, P. (2000). Repetition in foreign language classroom interaction. Mahwah, NJ: Lawrence Erlbaum Oxford, R. (1993).Research on second language learning strategies. Annual Review of Applied Linguistics 13:175-187 Richards, J. C. & Renandya, W. A. (2002). Methodology in language teaching: an anthology of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   current practice. Cambridge: Cambridge University Press Tarone, E., Bigelow, M. & Hansen, K. (2009). Literacy and Second Language Oracy. Oxford: Oxford University Press Tarone, E., & Swierzbin, B. (2009). Exploring Learner Language. Oxford: Oxford University    Press

The Silver Linings Playbook Chapter 26

Weathering the Relative Squalor When I ask to see Jake's wedding pictures, my mother plays dumb. â€Å"What wedding pictures?† she asks. But when I tell her I have met Caitlin – that we had lunch together and I have already accepted my sister-in-law's existence as fact – my mother looks relieved and says, â€Å"Well then, I guess I can hang up the wedding photos again.† She leaves me sitting in the living room by the fireplace. When she returns, she hands me a heavy photo album bound in white leather and begins to stand large frames up on the mantel – pictures of Jake and Caitlin previously hidden for my benefit. As I flip through the pages of my brother's wedding album, Mom also hangs up a few portraits of Jake and Caitlin on the walls. â€Å"It was a beautiful day, Pat. We all wished you were there.† The massive cathedral and the plush reception hall suggest that Caitlin's family must have what Danny calls â€Å"mad cheddar,† so I ask what Caitlin's father does for a living. â€Å"For years he was a violinist for the New York Philharmonic, but now he teaches at Juilliard. Music theory. Whatever that means.† Mom has finished hanging the framed pictures, and she sits next to me on the couch. â€Å"Caitlin's parents are nice people, but they're not really our kind of people, which became painfully obvious during the reception. How do I look in the pictures?† In the photos, my mother wears a chocolate brown dress and a bloodred sash over naked shoulders. Her lipstick matches the sash perfectly, but it looks as if she has on too much eye makeup, making her look sort of like a raccoon. On the plus side, her hair is in what Nikki used to call â€Å"a classic updo† and looks pretty good, so I tell Mom she photographs well, which makes her smile. Tension occupies my father's face; he does not look comfortable in any of the pictures, so I ask if he approves of Caitlin. â€Å"She's from a different world as far as your father's concerned, and he did not enjoy interacting with her parents – at all – but he's happy for Jake, in his own non-expressive way,† Mom says. â€Å"He understands that Caitlin makes your brother happy.† This gets me thinking about how strange my father was at my own wedding, refusing to speak to anyone unless he was spoken to first and then answering everyone with monosyllabic responses. I remember being mad at my father during the rehearsal dinner because he would not even look at Nikki, let alone interact with her family. I remember my mother and brother telling me that Dad did not deal well with change, but their explanation meant nothing to me until the next day. Halfway through the Mass, the priest asked the congregation if they would hold Nikki and me up in their prayers, and as instructed, we turned to face the response. I instinctively looked toward my parents, curious to see if my father would say the words â€Å"we will† like he was supposed to, chanting along with everyone else, and this is when I saw him wiping his eyes with a tissue and biting down on his lower lip. His whole body was trembling slightly, as if he were an old man. It was the strangest sight, my father crying during a wedding that had seemed to make him so annoyed. The very man who never showed any emotions other than anger was crying. I kept staring at my father, and when it became obvious that I was not going to turn back toward the priest, Jake – who was my best man – had to give me a little nudge to break the spell. Sitting on the couch with my mother, I ask her, â€Å"When were Caitlin and Jake married?† My mother looks at me strangely. She doesn't want to mention the date. â€Å"I know it happened when I was in the bad place, and I also know that I was in the bad place for years. I've accepted that much.† â€Å"Are you sure you really want to know the date?† â€Å"I can handle it, Mom.† She looks at me for a second, trying to decide what to do, and then says, â€Å"The summer of 2004. August seventh. They've been married for just over two years now.† â€Å"Who paid for the wedding photos?† My mother laughs. â€Å"Are you kidding me? Your father and I never could have afforded that fancy sort of wedding album. Caitlin's parents were very generous, putting together the album for us and allowing us to blow up whatever photos we wanted and – â€Å" â€Å"Did they give you the negatives?† â€Å"Why would they give us – â€Å" She must see the look on my face, because Mom stops speaking immediately. â€Å"Then how did you replace the photos after that burglar came and stole all the framed photos in the house?† Mother is thinking how best to answer as I wait for her response; she begins chewing on the inside of her cheek the way she sometimes does when she is anxious. After a second, she calmly says, â€Å"I called up Caitlin's mother, told her about the burglary, and she had copies made that very week.† â€Å"Then how do you explain these?† I say just before pulling framed wedding pictures of Nikki and me out from behind the pillow at the far end of the love seat. When my mother says nothing, I stand and return my wedding picture to its rightful place on the mantel. Then on the wall by the front window I rehang the picture of my immediate family gathered around Nikki in her wedding dress – her white train spilling out across the grass toward the camera. â€Å"I found the ‘Pat' box, Mom. If you really hate Nikki so much, just tell me, and I'll hang the pictures up in the attic, where I sleep.† Mom doesn't say anything. â€Å"Do you hate Nikki? And if so, why?† My mother will not look at me. She's running her hands through her hair. â€Å"Why did you lie to me? What else have you lied about?† â€Å"I'm sorry, Pat. But I lied to †¦Ã¢â‚¬  Mom does not tell me why she lied; instead she starts to cry again. For a very long time, I look out the window and stare at the neighbors' house across the street. Part of me wants to comfort my mother – to sit down next to her and throw an arm over her shoulders, especially since I know my father has not talked to her in more than a week and is happily eating takeout three times a day, doing his own laundry, and weathering the relative squalor. I have caught Mom cleaning here and there, and I know she is a little upset about her plan not working out like she hoped it would. But I am also mad at my mother for lying to me, and even though I am practicing being kind rather than right, I can't find it in me to comfort her right now. Finally I leave Mom crying on the couch. I change, and when I go outside for a run, Tiffany is waiting.

Regina V. G and Another Case Brief

Case Title: Regina v. G and another (Appellants) (On Appeal form the Court of Appeal (Criminal Division)) Citation: [2003] UKHL 50 Procedural History (PH): The appellants were charged on 22nd August 2000; without lawful excuse damaged by fire; commercial premises and being reckless as to whether such property would be damaged. The appellants stood trial before Judge Maher in March 2001. The appellants’ case at trial was that they expected the fire to extinguish itself on the concrete.It was accepted that neither of them conceived that there was any risk of the fire spreading. At the start of the trial submissions were made on the meaning of â€Å"recklessness†. The judge ruled that he was bound to direct the jury in accordance with R v Caldwell . The Judge then directed the jury on the three matters he listed. The jury was unable to come to a decision on the same day but returned on another day and convicted the appellants. Upon receiving the verdict the judge adjourned the proceedings for a pre-sentence report.The judge made a one year supervision in the case of each appellant. Facts: On the night of 21st -22nd August 2000, the appellants, then aged 11 and 12 respectively went camping without the permission of their parents’, they entered the back yard of the Co-op Shop in Newport Pagnell. They lit some newspapers that they had found. Both defendants threw some lit newspaper under a large plastic wheelie-bin. The defendants left the yard before putting the fire to rest.As a result the newspapers caught fire to the first wheelie-bin which then spread to the other wheelie-bin then spread to the eave, guttering, fascia and the roof and eventually spread to the adjoining buildings. The damages approximated to a sum of 1million Pounds Sterling. Issues: 1. Did the defendant damage by fire the building and the commercial premises? 2. Would the risk created by the defendant been obvious to an ordinary, reasonable, bystander? 3. Had the defendant g iven any thought to the possibility of there being a risk in doing what he did?Judgment: The Appellants succeeded in having their conviction quashed. By the reasons given by Lord Bingham of Cornhill, with the support of Lord Browne-Wilkinson, Lord Steyn, Lord Hutton, and Lord Rodger of Earlsferry. Rule(s) of Law: 1. Did the defendant damage by fire the building and the commercial premises? The appellant did damage the building and commercial premises by fire. During the proceedings, the judge pointed out that there was no doubt in the appellants damaging the building and premises by fire. 2.Would the risk created by the defendant have been obvious to an ordinary, reasonable, bystander? It is accepted that the reasonable bystander is an adult with no particular expertise with the common knowledge and reasoning capabilities. The jury agreed that the reasonable bystander would have been able to foresee the possibility of the fire spreading. Thus the appellants were convicted under stan ding test . The jury was inclined to accept that intention could be shown by proof of reckless disregard of an act perceived by the reasonable man as a risk. 3.Had the defendant given any thought to the possibility of there being a risk in doing what he did? It was agreed on appeal that the boys did not foresee any risk of the fire spreading in the way it eventually did. Many leading academic writers on English criminal law have believe that the criminal law should punish people only for those consequences of their acts, which they foresaw at the relevant time. Supporting Argument: Actus non facit reum nisi mens sit rea. Actus non facit reum nisi mens sit rea translates to; the act does not make a person guilty unless the mind is also guilty.It is a constructive principle that conviction of serious crime should rely on evidence not merely that the defendant caused an detrimental effect to another but rather that his state of mind when so acting was blameworthy. Willingly disregardin g an appreciated and unacceptable risk of causing a detrimental effect or a methodical and purposeful ignorant state of mind to such risk would also be considered blame worthy. In contrast it is not distinctively culpable to do something that encompasses the gamble of grievance to another in the event of one authentically not identifying the said gamble.Did the judge’s direction transgress the decision of the jury? It can be debated that since R v Caldwell the case at hand precisely outlines that Lord Diplock’s direction is capable of persuading evident unfairness. The trial judge admitted to the regret of his direction to the jury which transgressed the decision of the jury. The jury may have inferred that persons the same age of the appellants would have understood the risk involved however this was not their decision. However the jury thought it unfair to convict them.It is not considered moral or just to convict a defendant s a result of what another may have under stood if the defendant had no such understanding himself. Was the interpretation of â€Å"recklessly† wrong? In section 1 of the Act, it was shown that the interpretation of â€Å"recklessly† to have been misleading. Had the misinterpretation not conflicted with any principle or had not intensified an injustice; the misinterpretation would not have had any impact, however it resulted in the opposite.Thus it is vital for the correction of the misinterpretation of â€Å"recklessly†. Losing Argument: Should the rule in R v Caldwell be modified? The modification would defy the principle that conviction depends on the mens rea of the defendant. If the principle was modified to accommodate children on the grounds of naivety it would be uncharacteristic if no modification was made to include the mentally handicapped on the grounds of their narrow ability of perception.Implementing modifications of this classification will encourage challenging and controversial debate with regard to the qualities and characteristics plausible for comparison. The implementation of this modification will replace one misinterpretation for another. Were the appellants reckless? A person is said to be reckless if knowing that there is a risk that an event may occur as a consequence of their conduct as defined by The Merriam Webster dictionary .A defendant is only considered to have acted recklessly by the advantage of their failure to give any thought to the risk or property damage that may have been apparent had they given any thought to the matter. Determining if a risk would have been apparent to the defendant is very unpredictable. The tribunal of fact should not acknowledge the defendant’s proclamation that it never occurred to them that there was risk of property damage providing that the conditions, prospects, and evidence point that the thought process must have crossed their mind. Obiter Dicta’ The meaning of â€Å"maliciously† It is unde rstood by the court that use of the term ‘maliciously’ requires proof of intension. Malice necessitates an authentic objective to do a precise kind of destruction. The court accepts that â€Å"maliciously† introduces consciousness that an act may have the consequence of causing substantial impairment to some other person despite if the impairment foreseen was reasonably minimal.

Individual Report Essay Example | Topics and Well Written Essays - 3750 words

Individual Report - Essay Example In addition to that, it also sheds light on marketing mix and marketing strategies pursued by St. Joseph for achieving their intended goals and objectives. Plus, this paper also gives an overview of measuring the performance against standard performance and financial considerations that are necessary to be considered by the financial experts while making decisions regarding expansion of the school in Ecuador. Introduction World has changed its course and education is now given huge importance in almost every part of the world. In today’s era, economies all over the world are confronted with different issues that are economic, political and social in nature. However, in addition to these, education from the past few years has been given tremendous importance and is considered as a mile stone for the nations to achieve their objectives and economic well-being. A society without educated people cannot run smoothly. A political setup cannot be effective until and unless people emp loyed are educated to the highest degree of their potential. Similarly, a country cannot achieve its economic growth and development until and unless the youth of that particular country is educated and contributes something to its country’s economy. ... It is evident from the history that those nations who have considered education as an integral part of their success have always been at the top and remained distinctive among other nations who have not given huge attention to their education policy. Keeping in view the usefulness of education and its effects on economic well-being, this international marketing plan will put forth an idea of introducing a primary school in South America Ecuador. The marketing plan will actually incorporate the expansion of one of the schools of UK into South America Ecuador. However, for the purpose of this marketing plan the primary school that is selected for South America Ecuador is St. Joseph primary school. This paper will probe into all the aspects of introducing this school in Ecuador, accompanied with its financial considerations and marketing strategies required for introducing a school. Reason for choosing market and service As discussed above that education plays a vital role in the succes s of every nation, so keeping this in view and literacy rate of Ecuador, primary school service has been introduced. The literacy rate of Ecuador according to the report of US Department of State (web 2) is 97.3%. Such a high literacy rate signals that Ecuadorians are fond of education and they have huge inclination towards acquiring education, keeping in view their need and enthusiasm towards education, primary school service idea has been proposed. The primary school introduced will actually be an expansion of the existing school of UK named St. Joseph primary school. The reason behind the selection of the Ecuador as a market for a product launch is that Ecuadorians are fond

Term project Essay Example | Topics and Well Written Essays - 2000 words

Term project - Essay Example In our classrooms, the power outlets available are few in number and their location on the room walls are not accessible from the seating positions of most of the 20 to 30 students in the class. To provide students with the possibility of extended use of smartphones or other computing devices in the classroom, we have examined several possible solutions to the problem of providing power outlets at each chair or desk. One convenient and practical solution is to provide external battery packs clipped to each chair / desk in the classroom to which the student can connect his or her smartphone or tablet for recharging. At the end of each day, the external battery packs can be plugged into a recharge cart for overnight charging. A report on the evaluation of this solution in comparison with various alternatives is attached. We request you to kindly grant permission for us to convert 30 chairs/ desks in one classroom with smartphone recharge outlets to test that the proposal is useful. Each external battery pack is estimated to cost under $ 100 and the recharge cart under $ 1,800. The total money to be spent is estimated at around $ 5,000, made up of $ 100 x 30 for the external battery packs, $ 1,800 for the recharge cart and $ 200 for miscellaneous small expenses. After the proposal has been tried out in one classroom, we can evaluate what improvements are needed and then extend to other classrooms. We expect to be able to complete the project for one classroom in 6 to 8 weeks. The smartphone has become one of the most frequently used personal electronic devices for internet access. A majority of high school students carry mobile computing devices to school and would like to use it in the classroom as an aid to their study process. Many educators also see a benefit in permitting the use of smartphones and tablets in the classroom. The major limitation of a smartphone is its limited battery capacity, which requires the

Identifying the Science Processes eed 323 Essay Example | Topics and Well Written Essays - 750 words

Identifying the Science Processes eed 323 - Essay Example This may be done through group discussions and experimentations (Online Academy). In this stage, the students will begin asking questions and clearing their doubts. Their natural interest aroused, they will begin making enquiries and the answers must be capable of resolving their queries. The answers must be scientific and the students must be oriented towards satisfying their enquiries scientifically. The teacher must use graphs, charts and other visuals to drive home authentic points. The students' interest will catch up and they will make enquires depending upon their outlook and curiosities (Online Academy). There are plenty of mysteries wrapped within the crust of the earth. Until the 1970s, geo-scientists found it difficult to draw the actual dimension of the earth's interior. Now, since the 1970s, there is better understanding of this region due to various technological advances such as the computer algorithms and information technology. A 3D image can be made more easily using computer and this technology provides more accurate information about the earth's interior. Modern computer algorithms help us map geological interfaces at depths of many kilometers. This technology is used by the oil and gas exploration corporations also (Paul R. Wood). The inter-relationship of mathematics, s... A 3D image can be made more easily using computer and this technology provides more accurate information about the earth's interior. Modern computer algorithms help us map geological interfaces at depths of many kilometers. This technology is used by the oil and gas exploration corporations also (Paul R. Wood). Integrating Mathematics, Science and Technology (MST) The inter-relationship of mathematics, science and technology must be highlighted in order to solve scientific queries. The teacher must actively pursue this inter-relationship of the three disciplines while teaching to drive home solutions to queries. The project of journey into the earth must be dealt with MST and every point or query must be handled with the MST process. Throughout the course, MST must be the watchword for tracking solutions to relevant problems (Online Academy). Starting a project Having secured a solid, good basis with assessment, development of framework, separation of facts from fiction, it is time to embark on a project consistent with the topic on journeying into the earth. The student may pursue this project with his/her own unique idea although it must be interspersed with MST. The student may be encouraged to use Power point to make the presentation graphic and clear. Online projects There are many websites on the internet that could come to the aid of the student who is doing his/her project. The teacher must be alert so that the students close in on the right sites and keep away from non-essential or harmful sites.Structure of the earth This part of the process brings the student closer to the project by providing him/her an idea of the complete surface of the earth with its

Harley Davidson Case Study Example | Topics and Well Written Essays - 2000 words

Harley Davidson - Case Study Example (Harley Davidson.com) As Harley Davidson is the market leader through a differentiation strategy and unique customization ability and because of high costumer loyalty as company's wide sponsored events and close interactions with its customers. Most market leaders are companies focused on low cost, mass production capacity in which the firm takes advantage of its economies of scale. Harley Davidson's continuous improvement in design, engineering and processes allow for such a leadership through customization and results in operational excellence. Harley Davidson has a grate net work of its dealer ship and has over 1300 dealers through out the world. In 2005, Harley Davidson motorcycles were sold in over 60 countries, with an international sales growth of 15%. For the first six months of 2006, motorcycle sales were up 11 percent and interest continues because of the high gas prices according to the Motorcycle Industry Council. In 2004, the most recent year data was available, the industry posted $7.6 billion in sales of 725,000 on-highway bikes, up from nearly $4.7 billion in 2000 with 471,000 bikes sold. Harley-Davidson brand bikes represented 48.9% of the approximate 517,600 total new U.S. registrations in 2005, down slightly from a 49.5% market share in 2004. In 2005, there were about 252,900 new U.S registrations of the brand's heavyweight motorcycles, up from about 244,500 in 2004. Harley Davidson's closest competitors in U.S. market share in 2005 were Honda (16.6%) and Suzuki (12.4%). Because of Harley Davidson's dormant market share and strength of its brand name, there is little direct price competition. There are High Barriers to Entry to the market. The first is the length of time it takes to build up technical capabilities. The second barrier to entry is the enormous dealer networks that the entrenched players have. There are fairly few but highly competitive brands the motorcycle industry. Most of Harley Davidson's competitors are outside of the US where they hold a dominant share of the market. There is an emotional connection to owning a motorcycle that diminishes the threat of substitution In fact, the motorcycle industry has been cited as a beneficiary of the rise in oil and gas prices and thus has become a more viable substitute to automobiles. Harley Davidson motorcycles represent a niche lifestyle product that buyers will want to purchase regardless of the price so HDI is able to pass on increased costs to its customers. The rise in aluminum, steel and oil could continue to impact production costs over the next several quarters. However, we expect this rise to be moderate as the raw material industries are fragmented and competitive. Corporate Strategy: HDI always focused on the brand name recognition since its inception and desirability of its

The Mexican War and Manifest destiny Essay Example | Topics and Well Written Essays - 250 words

The Mexican War and Manifest destiny - Essay Example This encouraged western expansion, with the ultimate aim of controlling the entire North America. The federal government policy also served as an incentive to the expansion of the west. This can be related to the Homestead Act of 1862 that encouraged the development of the agricultural west. Another incentive for the expansion of the west was the development of transportation. The economy of the west was based on cultivation of cotton. As a result, the canal system developed because of steam boats. Development of railroads also played a significant role in the development of the west. For example, the transcontinental rail road played an essential role in the growth of the population and trade (Mountjoy, 2009). Despite the expansion of the west, several factors can be associated with the opposition to the expansion. The expansion of the west faced massive opposition from anti-slave Northerners, who believed that additional territories would encourage the legalization of slavery. They purported that western expansion would ensure that slave states outnumbered slave free states. As a result, this would lead to legislation that would favor slavery (Meed, 2002). Although some Native Americans, such as Indians, opposed the expansion of the west, American settlers defeated them. They could not withstand the movement of thousands of settlers because the army defeated them in a number of battles. They were also confined into reservations; the US president, Andrew Jackson, passed the Indian removal act, which encouraged coercive removal of

The problem of dumping in world trade and measures that are taken to Dissertation

The problem of dumping in world trade and measures that are taken to stop it - Dissertation Example Measures that have been taken to stop dumping have always been and are still used as most significant devices by countries as a protection against imports. Measures to stop dumping tend to be supported over other trade remedies because unlike safeguard measures, they provide the opportunity for a selective approach. According to, the process used in anti-dumping legislations can give rise to increased dumping margins and actions unrelated to the actual market condition. This paper explains the concept of export dumping as well as the various forms it takes in the global trade. The paper details how Anti- Dumping (AD) legislations come into been and their relationship to article VI of the General Agreement on Tariffs and Trade (GATT). The paper will further discuss WTO anti-dumping measures together with the procedural issues in anti-dumping cases. Additionally, it will elucidate the reason behind the practices of export dumping. Moreover, the paper gives the reasons why civilized and uncivilized nations have special interests in the AD processes especially in the global trade. Finally, the paper will provide an explanation as to why AD legislation is perceived as a problem in the global trade. Introduction Definition of dumping In the global market arena export dumping can be regarded as selling of products/goods at price which is less than the domestic price normally as exports in the world trade.2 Similarly, the practice of selling at value below cost used to produce them is also referred to as dumping. Usually, primary reason behind export dumping is to drive out competitors from the market. Additionally, 3purports that dumping is also done to get rid of the surplus of local trade. Some traders also resort to dumping when their products are unacceptable for the local market. In economic perspective, dumping is viewed as a form of predatory pricing whereby the term is frequently used in the context of global trade legislations.4 Under this backdrop, dumping i s regarded as an act whereby a manufacturer in a given country exports goods to an overseas country or countries at price below the one charges at its domestic market for similar product/s. Dumping huge amount of goods or products into a market will significantly reduce price of goods that are priced at the market place as it introduces goods priced below the market price. Supporters of free market implicate it negatively as they perceive it as a form of protectionism. Overall, dumping has various definitions from various contexts but it is widely defined as selling of products in a foreign market at a price below the one a given country charges for the same products in the home market.5 In other words, it is the selling at lower than fair value. According to,6 WTO and the GATT condemn the practice of export dumping at situations where it effects injures the economy of a country into which the goods are dumped although it does not prohibit it. Some countries take control of specific technology or method of production in the world trade. As a consequence, these countries monopolize these products or technologies. Such kinds of monopolies are also referred to as international dumping. In order to capture foreign markets for their goods or technologies, such countries sell their goods at foreign markets at a price below the one they charge in their domestic market. This act is normally adopted by producers who have monopolies in their local markets whereby the need for their goods is less elastic than in world trade.7 Types of Dumping In the world trade, there are generally three forms of dumping

Business Policy and Strategic Management Essay Example | Topics and Well Written Essays - 250 words - 2

Business Policy and Strategic Management - Essay Example Starbucks will have to re-think the assumptions on which they based their pre-recession strategies: environmental and industry factors have changed. Strategic surveillance Starbucks follows a differentiation strategy where its basic aim is to produce a brand image within the eyes of its customer through the unique taste of coffee and the exclusivity of all its other products. Currently, Starbuck’s competitors are being favored by a global economy that is slowly recovering from a recession. How the effect of the recession will play out in the long run is difficult to project now, therefore Starbucks must increase its vigilance especially with regards to its day to day activities and their overall impact on its corporate strategy. Special alert control A special alert control is the thorough, and often rapid, reconsideration of the firm’s strategy because of a sudden, unexpected event (Pearce II and Robinson, â€Å"Chapter 13: Strategic Control† Slide 13-10). The economic and financial recession of 2008 greatly affected Starbuck’s key market segments in America and Europe. Surprisingly, the Asian markets were fairly more stable and have continued to grow.

The Question of Reality (Metaphysics) Assignment

The Question of Reality (Metaphysics) - Assignment Example Indeed, many religions resort to the concept of faith in arguing that their particular version of reality is the accurate and true version. Through an examination of cosmogony and determinism, this essay explores my personal understanding of the nature of reality; namely, I believe that the origin of the universe cannot be explained through merely physical phenomenon and that we are ultimately living in a universe subject to determinism. This personal conception of the nature of reality suffers from many of the same problems that religion does, namely that it cannot unarguably be proven through the scientific method and rational discourse; nevertheless, through reason and understanding, I believe that this is the most accurate interpretation into the question of reality. With Edwin Hubble’s 1929 discovery of a red shift in the universe the theory that the universe was expanding emerged and slowly took hold in the scientific community. (Coles 2001) By the time of discovery of cosmic background radiation occurred in 1965 by Arno Penzias and Robert Woodrow Wilson at the Crawford Hill location of Bell Telephone Laboratories, the majority of scientific thought recognized that what humanity understands as the universe originally emanated from a big bang type explosion that has seen expanded, and continues to expand, into what we know as the universe today. For many individuals, this constitutes the ultimate nature of reality, but I believe that this doesn’t go far enough in explaining existence. While most scientific research acknowledges there was a big bang type explosion (Dodelson 2003), I believe that there must have been an impulse that originally started the universe. I lack the scientific background required to speak on a complex and s ophisticated level on the subject, yet I believe knowledge of the ultimate reality is not a question that can be articulated through contemporary linguistic or scientific devices.  

Control immigration Essay Example for Free

Control immigration Essay Every now and then, especially in periods of crisis, the argument of restricting the access of immigrants to ones own country resurfaces. Whether a country is flourishing or struggling, there is never enough for all: theres always someone else which is too many and comes to steal your air, particularly if he is poor, dirty, not speaking well your language, and so different from you. The fear and suspicion toward the immigrants is the easiest instinct an unscrupulous leader could incite in an ignorant undiscerning crowd. The grounds proposed to restrict immigration, and persecute or throw out foreigners, are the most selfish, vile and oblique, or specious and exploitable are its supports in any case. It is said that immigration policies must be tightened because many â€Å"illegal† immigrants enter the country day by day, but there does not exist a man or woman which is â€Å"illegal† outside a human artifice: a person can not be â€Å"illegal†. It is a universal right for people to stand and inhabit the land they want when doing no harm; men and women have no other home than the one that they choose. The nationalists (and the like) want to believe or make believe that the country has reached its limit of reception, but a land, unlike a field, it is not a private property: you cannot claim its possess just because you arrived first and declare who could come in and who cannot. Nation are fictitious, borders are drawn. It is being said that the immigrants come into the country to â€Å"steal† jobs and resources to the natural citizens, and profit from their welfare system, but the vast majority of newcomers come with the hope and the intent of building a living and keep themselves with fatigue, contributing to the wealth of their new country all along, whereas they undertake all the sort of jobs the so-called natural citizens dont want to do anymore. There is no â€Å"natural† citizen (especially in the case of Americans): everybody came from somewhere, and all have always moved, and always will. There is no right of  first-class people with precedence over second-class ones; the class is one: the humankind. The fear gets spread professing that the immigrants bring crime with them, but the crime level they raise it is the one caused by the laws that consider them â€Å"illegal† from the beginning, simply because they are considered undesired by an authority that doesnt grant them the right to stand where they have arrived with great difficulties and fatigue: instead of pursuing the duty of integration the states fill up their jails with whom escaped the toils of the rejections relegating these people to the fringe of society, where the crime is a means to survive, and the worst tendencies find the worst companies. Anti-immigration laws create illegality. Nearly every emigrant flees from backgrounds of intense poverty, maladies, scarcity, violence, persecutions, hopelessness and wars (or they are simply trying to achieve a better life), and trying to stem with force an inevitable social process, byproduct of that same globalization system promoted by who opposes to fluxes of migrants, can just produce a climate of terrorism. In the meantime, the dread and the hate toward the foreign and the diverse, and the battle of the poor against the poor(er), keep a population distracted from the real causes and persons responsible for its penalties. Beware of a society where goods and financial capitals have more freedom of the people themselves.

Future Scope of Image Processing

Future Scope of Image Processing Imaging can be defined as the representation of an objects external form. That definition no longer holds true. More information within an image can be considered. Fluorescent tags, mechanical-biological parameters, internal structures are some of the recent additions. Fabrication while imaging and the characterization of materials as yet undefined can also be part of imaging. The extremely small images can be measured in nanometers also. Future imaging systems are expected to be less expensive. They will have to be easier to use. There are various types of imaging systems such as those used for chemical, optical, thermal, medical and molecular imaging. The use of scanning techniques and statistical analyses for image analysis are needed to extract valid image values. The satellite applications programs of the future will be based on extensive research in the area of imaging. A number of different sensors will be used in the satellites orbiting the earth. Scientifically useful inform ation will be extracted from these systems. New techniques will be needed to organize and classify the different sets of data obtainable from the orbiting satellites. The future trend in remote sensing will be based on sensors that can record the same scene in many different ways. Graphics data will be important in image processing app1ications. Satellite based imaging for planetary exploration as well as military applications will be the future trend. Biomedical applications, astronomy, and scene analysis for the robotic vehicles are also pertinent areas of future applications of imaging4. Adaptive search of large image data bases will become the norms, since video and graphics data will be available from a variety of sensors developed for remote sensing applications of satellite systems. The design and coordination of microscopy imaging techniques for research in molecular biology is gaining importance. KEY WORDS: future paradigm for imaging techniques, cellular neural network for imaging techniques, Advances in image processing and artificial intelligence, improved sensors for satellite imaging, ultrasound imaging, digital image processing, document and medical imaging, remote sensing. INTRODUCTION The advances taking place in broadband wireless devices and in mobile technology used for hand-held devices have several applications in the field of image processing. Internet enables acquisition of instant information. Most of this information is designed for visual consumption in the form of text, graphics, and pictures, or integrated multimedia presentations. Image processing essentially means algorithmic enhancement, manipulation, or analysis (also understanding or recognition) of the digital image data. Image processing can be thought of a form of signal processing for which the input is an image, such as photographs or frames of video. The output of image processing can be either an image or a set of characteristics or parameters related to the image. Most image-processing techniques involve treating the image as a two-dimensional signal and applying standard signal-processing techniques to it. The acquisition of images is referred to as imaging. Image Processing deals with im ages which are two-dimensional entities (such as scanned office documents, x-ray films, satellite pictures, etc) captured electronically. The technique of video image processing used to solve problems associated with the real-time road traffic control systems is gaining importance. This has a direct emphasis on the future improvements planned for digital video camera techniques. The nuances of Image Processing and the range of applications in which the technology will be deployed in the future will be of value for planning in this vital area. Image Processing is considered to be one of the most rapidly evolving areas of information technology today, with growing applications in all areas of business. This technology holds the possibility of developing the ultimate machine in the future that would be able to perform the visual functions of human beings. The basis for all kinds of future visual automation is relevant to image processing field. Sophisticated optical sorting systems use image processing to discriminate the colors of an object, thereby visually sorting a product though the use of light sensors. Augmented reality5,7 is a term used for a live direct or indirect view of a physical real-world environment whose elements are merged with (or augmented by) virtual computer-generated imagery, thus creating a mixed reality. The augmentation is conventionally in real-time, such as sports scores on TV during a match. Augmented reality research explores the application of computer-generated imagery in live video streams as a way to expand the real-world. Advanced research includes use of head-mounted displays and virtual retinal displays for visualization purposes, and construction of controlled environments containing any number of sensors and actuators Traffic data collection under mixed traffic conditions is one of the major problems faced by researchers as well as traffic regulatory authorities. There is a growing demand for road traffic data of all kinds. Increasing congestion problems and problems associated with existing detectors created an interest in such new vehicle detection technologies1. But the systems have difficulties with congestion, shadows and lighting transitions. Problems related to image processing application to road traffic are due to the fact that real world images are to be processed in real time. Every image processing technique or algorithm takes an input, an image or a sequence of images and produces an output, which may be a modified image and/or a description of the input image contents. Image Processing extracts information from images and integrates it for several applications. There are several fields in which image processing applications are relevant. Medical imaging, industrial applications, remote sensing, space applications, and military applications are a few examples. IMAGING IN INDUSTRY The applications in industry include fingerprint or retina recognition, processing records of security or traffic cameras. The applications in medicine include ultrasound imaging, magnetic resonance. Stereography is the art of using two almost identical photographs to create a three-dimensional (3D) image. The viewer requires special glasses or a stereoscope to see the 3D image. With modern technology, it has applications in motion picture and television industry. Stereography is a complicated process. Modern stereography uses specialized computer software and camera hardware. Volumetric displays do not require special goggles. The three-dimensional graphics created by this type of display can be viewed from any angle. Each viewer can observe the picture from a different perspective. To create volumetric graphics, a technique called as swept surface volumetric display, which is based on persistence of vision is adopted. Here use of fast-moving lit surfaces creates the illusion of a s olid shape. To display volumetric 3D images there is another option which is called as static volume. No moving parts are used in the visible area of the display. However mirrors and lenses are used to direct a beam of laser light. Very fast pulses of laser light are directed at different points in the air. Persistence of vision gives the illusion of a single solid object. This method is useful for medical diagnosis. A 3D display can show a realistic image of a heart. Architects and builders can visualize a construction project in three dimensions. Future applications include methods of interacting with volumetric displays. Sensors can be used by users to manipulate and adjust the graphics. A camera connected to a display can track an athleteà ¢Ã¢â€š ¬Ã¢â€ž ¢s motions and rotate the images as needed. These types of volumetric interactions can aid in literally reaching out and touching the three dimensional images of kith and kin separated geographically. Bio-medical and other applications2 are possible, wherein model building and rendering can convert 2D image to a 3D image by using the mesh skeleton of a component or an organ. Use of 3D image processing to build realistic models for movies and buildings will also become a reality. 3D image processing requires a mesh object. An image processing program helps in creating lines to build up the mesh skeleton. 3D scanner can also be used to capture the information. The mesh skeleton contains volume and depth information so that a 3D model can be developed. Rendering is used to include colors and textures over the 3D model to make it look realistic. The computer can make use of different 2D screenshots to capture every angle of the model. The user can move the model and it will appear as a 3D image. 3D imaging is a process to render a three-dimensional image on a two-dimensional surface by creating the optical illusion of depth. 3D imaging makes use of two still or motion camera lenses a slight distance apart to photograph a three-dimensional object. The process effectively duplicates the stereoscopic vision of human eyes. The image is reproduced as two flat images that are seen separately, creating a visual illusion of depth. The spot where the left and right images overlap is the point of convergence. As objects in 3D imaging move further from the point of convergence, they appear either closer or further away from the viewer, creating the illusion of depth. Face detection is a computer technology that determines the locations and sizes of human faces in arbitrary (digital) images. It detects facial features and ignores anything else, such as buildings, trees and bodies. Early face-detection algorithms focused on the detection of frontal human faces, whereas newer algorithms attempt to solve the more general and difficult problem of multi-view face detection. It is also used in video surveillance. Some recent digital cameras use face detection for autofocus. The concept of feature detection refers to methods that aim at computing abstractions of image information and making local decisions at every image point whether there is an image feature of a given type at that point or not. Features are used as a starting point for many computer vision algorithms. The desirable property for a feature detector is repeatability. Whether or not the same feature will be detected in two or more different images of the same scene is going to be important. Morphological image processing consists of a set of operators that transform images according to certain characterizations. Mathematical morphology is the field of acquisition and processing of image information starting with simple image modifications using point transforms or linear filters and ending up with sophisticated tools and techniques for the analysis and processing of geometrical structures, based on set theory, lattice theory, topology, and random functions. This area also covers the use of digital image processing techniques to process, analyze and present images obtained from a microscope. Such processing is now commonplace in a number of diverse fields such as medicine, biological research, cancer research, drug testing, metallurgy, etc. A number of manufacturers of microscopes now specifically design the features that allow the microscopes to interface to an image processing system. CONCLUSION A major challenge for automatic image analysis is that the sheer complexity of the visual task which has been mostly ignored by the current approaches. New technological breakthrough in the areas of digital computation and telecommunication has relevance for future applications of image processing1. The satellite imaging and remote sensing applications programs of the future will feature a variety of sensors orbiting the earth. This technology is required for military and other types of surveillance, statistical data collection in the fields of forestry, agriculture, disaster prediction, weather prediction. In order to extract scientifically useful information, it will be necessary to develop techniques to register real-time data recorded by a variety of sensors for various applications3. FUTURE SCOPE The future of image processing will involve scanning the heavens for other intelligent life out in space. Also new intelligent, digital species created entirely by research scientists in various nations of the world will include advances in image processing applications. Due to advances in image processing and related technologies there will be millions and millions of robots in the world in a few decades time, transforming the way the world is managed. Advances in image processing and artificial intelligence6 will involve spoken commands, anticipating the information requirements of governments, translating languages, recognizing and tracking people and things, diagnosing medical conditions, performing surgery, reprogramming defects in human DNA, and automatic driving all forms of transport. With increasing power and sophistication of modern computing, the concept of computation can go beyond the present limits and in future, image processing technology will advance and the visual s ystem of man can be replicated. The future trend in remote sensing will be towards improved sensors that record the same scene in many spectral channels. Graphics data is becoming increasingly important in image processing app1ications. The future image processing applications of satellite based imaging ranges from planetary exploration to surveillance applications. Using large scale homogeneous cellular arrays of simple circuits to perform image processing tasks and to demonstrate pattern-forming phenomena is an emerging topic. The cellular neural network is an implementable alternative to fully connected neural networks and has evolved into a paradigm for future imaging techniques. The usefulness of this technique has applications in the areas of silicon retina, pattern formation, etc.

Aspects for a post-Brexit Trade Deal

Aspects for a post-Brexit Trade Deal What are the most important aspects of a post-Brexit trade deal with the EU, from a UK perspective? Brexit, the abbreviation of the two words Britain and Exit, is the result of the June 23rd referendum in 2016 which decided the fate of Britain and its position to leave the Economic and political union – the European union. The unexpected result led to the sudden turmoil and uncertainty of the future of Britain and let to the resignation of the then current Prime Minister David Cameron, and the subsequent ‘fall in the value of the Pound to its lowest level in 30 Years’ (Connington, 2018).   In this essay, I will help ascertain and breakdown the impacts that ‘Brexit’ will have for Britain, mainly focusing on trade and how this will affect not only consumers and businesses, but the economy as a whole. From there, alternative trade models will be analysed to help decide a viable future that has Britain’s best interests at heart, before coming to a conclusion. The EU and Trade Theory Trade is the action of how economic partners interact with each other while exchanging commodities. (Economies of Trade 1970-1979).   The European union is based on the proposition of ‘Free Trade’ an argument proposed by David Ricardo a 19th century Economist who first developed the thought of comparative advantage whereby each country produces what it specialises regardless of its absolute advantage, thus as a result world output is increased, and each country benefits the most it can out of the situation. Free trade encourages economies of scale and reduces the formation of oligopolies due to market liberalisation and the ability to sell to a wider market outside of their domestic space. Current EU implications The process to leave the EU, is a long and arduous one, taking many years and possibly even as long as a decade before the process is complete, during that time the UK can still take advantage of its benefits until new terms and conditions are met. The EU, taken as a whole is the UK’s largest trading partner. In 2016, UK exports to the EU were  £236 billion (43% of all UK exports). UK imports from the EU were  £318 billion (54% of all UK imports) (Ward and Webb, 2018). Evidently this is hugely significant as the UK relies on its trading strengths with the EU to be able to generate and sustain its economy. The EU has over 500 million people living in it, and accounts for 23% of the global GDP. Over a decade (1993-2003) the free market agreement has expanded the EU’s GDP by over  £588 billion, this equates to  £3,819 extra income per household (Webarchive.nationalarchives.gov.uk, 2018). The Free movement of people act, has created the emergence of a flexible economy. Labour shortages, for example the manual jobs in Ireland and UK have been met due to the migration of eastern European workers. Migration has aided countries to reach productive capacity preventing wastage of raw materials, these migrants are often young people who are less of a drain on the health service and can contribute to the tax revenue of the host country. EU migrants cost the UK government  £408.12 per second in public expenditures and contribute  £463.35 per second in revenue (Dustmann and Frattini, 2014) – this figure is set to rise as more and more educated migrant workers choose to work in the UK, a prospect now able to happen with the help of the Erasmus programme., where students can complete studies abroad and be able to utilise previous qualifications in the UK where they will be recognised universally (Webarchive.nationalarchives.gov.uk, 2018).   The possibility to study abroad is considered positive by 84% of EU citizens Furthermore, inward investment grew by almost 8x in just over a decade reaching  £106.5 billion – the UK now being the 5th largest source of inward investment and its attractiveness from Japanese firms largely being created by its involvement in the single market. However, there is an opportunity cost in the UK’s involvement in the EU, and subsequent drawbacks. Firstly, the UK contributed in 2017 a net contribution to the EU of an estimated  £8.9 billion (Keep, 2018). This in simplest terms means the direct monetary value the EU receives from the UK is less than we receive – this immediately presents a large opportunity cost that could be better spent elsewhere.   This leads onto the fact that in order to generate such a large sum of money, the government will have to raise it from most likely consumer and corporate taxes, as of today spending per head is currently at  £126 per capita (BBC News, 2018). Inefficient policies are another criticism EU membership faces.   Around 40% of the total EU Budget is spent on the common agricultural policy (EPR Service, 2018), which ensures farmers continue to produce and survive through both volatile weather and market conditions – this is mostly done via annual direct payments., the setting of minimum product prices, the buying of any over-supply and the setting of import tariffs. This has caused farmers to produce far more than is necessary, with prices remaining at a set minimum and eventually the EU having to purchase the oversupply, this has led to an increasing budget with it now totalling  £200.2bn, the period 2014-2020 with the UK receiving  £20bn over the course of the seven-year period (Civitas: Institute for the Study of Civil Society, 2018). Consumers, especially on lower incomes are faced with now having to purchase farm goods at set minimum prices, even if there is over supply – causing income inequality. The annual cost of the burden EU regulations has brought to the UK now stands at an estimated  £7.4bn per annum. Red tape regulations have severely taken away the sovereignty of individual decision making from host countries., even more so by the introduction of Qualified Majority Voting, a process by which decisions can be made often against the public interest of a particular country, for example, in EU decision making, Luxembourg has one vote for every 200,000 inhabitants whist for Germany to get the same number of votes, 8 million people are needed (Euro-know.org, 2018). The current alternatives The Government have a tough decision to make in the process of leaving the EU, it is paramount that the UK still benefits from many of the EU’s current offerings to stay competitive. There are two options, adopt existing trade relationship models or create a bespoke model. The first option, is the Swiss model, whereby bilateral agreements have been negotiated between the EU and Switzerland. This entitles the country to be a part of the single market for goods, but not services. Switzerland also has to negotiate extremely frequently with the EU, regarding matters such as the 2014 immigration quota, to ensure Switzerland’s rules are in line with the EU’s from enforcement via the European court of justice. London accounts for 51% of the financial service income for the UK economy (Tyler, 2018), so entering into an agreement with the EU that does not allow for it to be part of the single market for services is extremely     unlikely as it would damage the economy of the capital far too greatly. The joining of the customs union, much like Turkey has done, comes with the same drawbacks as the Swiss arrangement. Not only would the UK not have any access to the service markets, but it would not have any in the setting of the tariffs it is bound to., furthermore any arrangements the EU forms with other parts of the world would remain inaccessible. A perhaps more likely situation, however not without its problems is a Free Trade Agreement. A free trade agreement is simply an improved version of the World Trade Organisations rules i.e. lower tariffs. However free trade agreements such as the Canada template offer very little access to the service market, and do not set our regulatory procurement guidelines for the country to follow. If the UK was to somehow create a more developed agreement, EU member nations would insist on ensuring the UK’s adoption of European rules. Furthermore, ‘The recently leaked UK government analysis concludes that, under such a deal, UK gross domestic product might be 5 percentage points lower than it would otherwise be, after 15 years — a loss of about a fifth of the potential increase in output by that time’ (Tyler, 2018). Trade under the WTO rules would mean that the UK would be subject to the common external tariff. and UK firms would lose their comparative advantage. Domestic firms such as the construction, aerospace and retail would find costs would rise dramatically causing cost push inflation for the consumers. Even though that accounts for only 20% of the UK’s GDP, it is still a dramatic effect. The WTO has also made very little progress in the deconstruction of the EU’s service industry, so again free market access for the UK would be hindered. Bespoke Models The â€Å"cake and eat it† model was first proposed by Boris Johnson and Theresa May. Its focus was on a deal that â€Å"allowed preferential access to the EU market, but with clear compromises over issues like immigration and the role of European Courts† (Ft.com, 2018). This model would allow the UK to benefit from both goods and services free trade, be able to help cut the detrimental ‘red tape’ bureaucracy that is costing the UK economy almost  £8 billion a year and banish membership payments to the EU. Its success however was short lived, Brussels chief negotiator Michel Barnier told a conference in the Belgian capital that the â€Å"EU wants to offer its â€Å"most ambitious free trade agreement† to the UK but warned that there was no question of Britain â€Å"cherry picking† elements of the single market which it wanted to keep† (Porritt, 2018). The Florence Model refers to the speech that Theresa may’s speech and proposed options given in September 2017. The model outlines that the UK will ensure that payments into the EU budget up until 2020 will still be paid as well as honouring any commitments in that time. EU citizens living in the UK and vice versa, will have their rights protected and the European Court of Justice will still have considerable weighting. Canada plus model follows the same ideas as the ‘Comprehensive economic and Trade Agreement’ i.e. the Canada model, however it has been altered and expanded to cater for the UK’s needs. The removal of goods tariffs, access to the single market is granted, but at the same time control of immigration rules and not having to contribute to the EU’s budget. Theresa may hailed this model quoting â€Å" This agreement should allow for the freest possible trade in goods and services between Britain and the EU’s member states. It should give British companies the maximum freedom to trade with and operate within European markets† (Martin, 2018). The final bespoke approach is a â€Å"strongly mitigated no deal†. This is whereby no deal is reached, and both parties cannot come to a ‘compromise’, instead the UK would no longer have access to the single market and trade under WTO rules. Oxford economics have recently published that his would be a detrimental outcome, and the â€Å"UK stood to lose an estimated  £75bn in trade directly from exports and another  £50m from supply chain impacts by 2020† (Supply Management, 2018). The government is looking for every possibility to not adopt this model, however with the looming 29th of march 2019 getting closer, with the EU rejecting appeals to extend it, it may be an option that the UK is forced to take. Conclusion The UK is in a difficult position, with the UK economy almost completely founded on the service sector currently, it is vital that a deal can be met that allows for access into the single market in terms of services. Secondly, with the UK being a consumer nation, with very little manufacturing, the retail and food industry relies upon the current EU agreement to maintain competitive price and supply levels. Without this, the consumer would be faced with ever increasing expenditure on goods, as the UK is forced to pay tariffs. Whilst current immigrants living in the UK will have their rights protected future immigrants and their ability to work and live in the UK is uncertain. This could impact skills transfer into the UK economy and lead to future labour shortages. Foreign direct investment is another big issue, with many foreign firms locating to London in order to benefit from access to the single market, if this was taken away, attractiveness of future and current firms in London will be diminished potentially leading to relocation. Swiss Banking Giant UBS has recently stated that â€Å"As many as 15% of EU companies with operations in Britain plan to move all of their UK staff out of the country after Brexit† (Martin, 2018) The two-scenario’s looking most likely (Switzerland/Canada) are not the best situation for either the UK or the EU, on the on hand, moving towards a Switzerland type approach creates a loss of democratic control, whilst taking a Canada route, would mean restriction of market access, therefore a balance between sovereignty and EU laws needs to be met to be in the best interests of the UK. Word Count: 2192 Reference List (Connington, 2018) Connington, J. (2018). From $5 to $1.22: the 200-year journey of the pound against the dollar. [online] The Telegraph. Available at: https://www.telegraph.co.uk/money/special-reports/from-5-to-122-the-200-year-journey-of-the-pound-against-the-doll/ [Accessed 3 Apr. 2018]. Ward, M. and Webb, D. (2018). Statistics on UK-EU trade. [online] Researchbriefings.parliament.uk. Available at: https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7851 [Accessed 3 Apr. 2018]. Webarchive.nationalarchives.gov.uk. (2018). European Union Membership The Benefits DTI. [online] Available at: http://webarchive.nationalarchives.gov.uk/+/http://www.dti.gov.uk/europeandtrade/europe/benefits-eu-membership/page22676.html [Accessed 4 Apr. 2018]. Dustmann, C. and Frattini, T. (2014). The Fiscal Effects of Immigration to the UK. The Economic Journal, 124(580), pp.F593-F643. Webarchive.nationalarchives.gov.uk. (2018). The Benefits and Achievements of EU Single Market   | Policies | BIS. [online] Available at: http://webarchive.nationalarchives.gov.uk/+/http://www.bis.gov.uk/policies/europe/benefits-of-eu-embership [Accessed 4 Apr. 2018]. Economics of Trade. (n.d.)  The Great Soviet Encyclopedia, 3rd Edition. (1970-1979). Retrieved April 7 2018 from  http://encyclopedia2.thefreedictionary.com/Economics+of+Trade Keep, M. (2018). The UKs contribution to the EU budget. [online] Researchbriefings.parliament.uk. Available at: https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7886 [Accessed 8 Apr. 2018]. BBC News. (2018). How much does the EU Budget cost the UK?. [online] Available at: http://www.bbc.co.uk/news/uk-politics-eu-referendum-35943216 [Accessed 11 Apr. 2018]. Service, M. (2018). How the EU budget is spent: Common Agricultural Policy. [online] European Parliamentary Research Service Blog. Available at: How the EU budget is spent: Common Agricultural  Policy [Accessed 11 Apr. 2018]. Civitas: Institute for the Study of Civil Society. (2018). Common Agricultural Policy (CAP). [online] Available at: Common Agricultural Policy (CAP) [Accessed 12 Apr. 2018]. Euro-know.org. (2018). A Concise Encyclopedia of the European Union Q. [online] Available at: http://www.euro-know.org/europages/dictionary/q.html [Accessed 14 Apr. 2018]. Tyler, G. (2018). The financial sectors contribution to the UK economy. [online] Researchbriefings.parliament.uk. Available at: http://researchbriefings.parliament.uk/ResearchBriefing/Summary/SN06193 [Accessed 14 Apr. 2018]. Ft.com. (2018). Britain’s road to becoming the EU’s Canada. [online] Available at: https://www.ft.com/content/e72bf154-1566-11e8-9376-4a6390addb44 [Accessed 17 Apr. 2018]. Porritt, R. (2018). Have our cake and eat it? ‘No’ says Barnier. [online] The New European. Available at: http://www.theneweuropean.co.uk/top-stories/have-our-cake-and-eat-it-no-says-barnier-1-5288165 [Accessed 17 Apr. 2018]. Martin, W. (2018). MORGAN STANLEY: Britain is heading for a Canada-plus Brexit deal. Business Insider. Available at: http://uk.businessinsider.com/morgan-stanley-on-brexit-uk-canada-plus-2017-1 [Accessed 18 Apr. 2018]. Supply Management. (2018). Hard Brexit could cost EU economy  £100bn. [online] Available at: https://www.cips.org/supply-management/news/2018/january/hard-brexit-could-cost-eu-economy-99bn-by-2020/ [Accessed 21 Apr. 2018]. Martin, W. (2018). UBS SURVEY: 15% of eurozone companies plan to move everyone out of the UK after Brexit. [online] Business Insider. Available at: http://uk.businessinsider.com/ubs-survey-eu-companies-move-all-staff-out-of-uk-brexit-2017-9 [Accessed 21 Apr. 2018].

Succeed :: essays research papers

When I chose to attend any university I knew I wanted to live in a good Christian environment where the word of God was believed and practiced through the classroom. My entire family had gone to major public universities, but I knew that I needed a good sound environment without all the distractions one would see at a public institution. Now that I’m here, I know it is going to take hard work on my part to accomplish my degree in whatever field I choose. In order to survive here at a higher learning institution, I will need sacrifice some social, physical, and emotional things will be hinging on whether I succeed or not.   Ã‚  Ã‚  Ã‚  Ã‚  First off, there will be many social sacrifices that will arise at times. People will come to my door, doing there best to distract me while I’m doing homework. I will need to think over the situation, and either leave the room or ask them to leave. However, this will not be easy. To maintain an â€Å"edge† I will have to find times when not many people are around and get my work done at those times, instead of waiting till the last minute to do my work.   Ã‚  Ã‚  Ã‚  Ã‚  I will also have to make some physical sacrifices. There will be times when I am up till at least 1 or 2 in the morning, and have to get up for an Eight am class. I will just have to adjust to the fast paced schedule here at college. One thing I could do to solve a late night study session is to do the homework right when I get out of class.   Ã‚  Ã‚  Ã‚  Ã‚  The last sacrifice I plan to overcome will be emotional stress. Stress is one thing that many people today have troubles with, including myself. At school, stress can and will build up. At a Christian institution, they will expect me to keep on spiritual issues such as daily devotion and prayer. Finding times to do this will only enhance my personal relationship with Christ.

Save Marine Wildlife :: essays research papers

Animals have been on the face of the Earth since the beginning. Different cultures praise them as Gods or consider them sacred. But as the years drag on, people disregard animals and put them to the curb. In America, research labs on college campuses and across the country are performing vivisection. Vivisection is when millions of "animals are dissected, infected, injected, gassed, burned, and blinded" (IDA). In Africa, poachers kill elephants only for the ivory from their tusks. Not only does cruelty happen to pets and land animals, but also to marine creatures. Around the world, people are inhumanely taking advantage of the rights of those swimming souls. Right now, this exact moment in time, over in Taiji, Japan thousands of dolphins and small whales are being brutally murdered. Twenty - six out of the five hundred fishermen on the island take part in this massacre. Through September 1st to March 30th, the annual killing takes place in a secluded cove. Even "the Japanese people don't know about this" (McNeill). Environmentalist, Ric O' Barry, calls this "secret genocide" the worst. The town hosts whale - watches in dolphin shaped boats "while the non - performing animals bump up against each other in a tiny concrete pool" (McNeill). The '07 - '08 season Taiji announced that they are "going to add Pacific white sided dolphins to the catch quota" (Fujiwara). Which means yet another species of souls are in danger in their own home. There are three steps to this savage killing: ?the chase, the capture, the kill" (Lonsdale). Step one - the chase. The fishermen go to where they know the dolphins migrate, they lower long, metal poles into the water "and bang them to frighten the animals and disrupt their sonar" (McNeill). The boats drop nets down into the water to confine them, and once the dolphins begin to panic that's when the fishermen pull out the weapons. Step two - the capture. They start to slash mercilessly at the peaceful creatures. Blood pours out of their blowholes and turns the bay, literally, red. The fishermen tie rope to their tails and pull them to the shore to purposely beach them so the dolphin trainers can have their pick. Now with any swimming cetaceans (whales, dolphins, etc) is that the water pressure supports their body weight. When the sea animals are beached, naturally they don't have the normal water in their body, their whole weight "rests on the narrow strip of skin which is touching the ground [and] any flesh or organs near the ground are bruised and crushed.

Administrative Aspect of Special Education Essay

Introduction The Law provides for a free appropriate public education (FAPE) of exceptional children by assuring the financial support of teachers of special education and the administration of the program. The administration of special education at the macro level is assumed by the government and is usually carried out as one of the functions of the Department of Education (or a similar body). In the Philippines, the Department of Education (DepEd) is the principal government agency responsible for education and manpower development. The Department is primarily in charge of the formulation, planning, implementation and coordination of the policies, standards, regulations, plans, programs and projects in areas of formal and non-formal education. It provides for the establishment and maintenance of a complete, adequate and integrated system of education relevant to the goals of national development through the public school system; and it also supervises all basic education institutions run by the private sector. The current Department structure consists of the Central Office and the field offices which consist of the regional and sub-regional levels. There are field offices in sixteen regions, each headed by a Regional Director; 157 provincial and city schools divisions, each headed by a School Division Superintendent; and 2,227 school districts headed by a District Supervisor. See more:  Perseverance essay The Special Education Division is lodged at the Bureau of Elementary and performs the following functions: formulates policies, plans and programs for the preparation of instructional materials; evaluation of programs in special education; conducts studies and develops standards of programs and services for special learners; plans for prototype in-service education programs to upgrade the competencies of administrators, supervisors, coordinators, teachers as well as the non-teaching special education personnel; and establishes/strengthens linkages with agencies concerned with the education and welfare of children with special needs. The Regional Director has the overall responsibility for the administration and supervision of special education at the regional level. The School Superintendent has the over-all responsibility for the administration and supervision of special education at the Division level and is assisted by the Division Supervisor. The District Supervisor supervises the school principals and other school administrators at the district level. The administrator of special education is appointed based on qualification standards set by the Department and provided with appropriations from the national funds. The Department also sets up a minimum standard for the qualification of teachers, and establishes the criteria for the selection of pupils for special education. In other countries like the US, education is primarily a State and local responsibility. The U. S. Department of Education is the agency of the federal government that establishes policy for, administers and coordinates most federal assistance to education. The Federal States and communities are responsible for establishing public and private schools and colleges; developing curricula; setting requirements for enrollment and graduation; determining state education standards; and developing and implementing testing measures to verify if schools are meeting their education standards. The structure of education finance in America reflects this predominant State and local role. Of an estimated $1. 1 trillion being spent nationwide on education at all levels for school year 2009-2010, a substantial majority will come from State, local, and private sources. The Office of Special Education Programs (OSEP) is lodged at the U. S. Department of Education and is responsible for monitoring state and local compliance to the Individuals with Disabilities Education Act (IDEA) by providing leadership and financial support for infants, toddlers, children and youth with disabilities ages birth through 21 years old. The law (IDEA) aims to ensure that all children receive a free appropriate public education (FAPE) and special services to assist in meeting their educational needs. IDEA authorizes formula grants to states, and discretionary grants to institutions of higher education and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers. These programs are intended to ensure that the rights of infants, toddlers, children, and youth with  disabilities and their parents are protected. Particularly, the OSEP conducts verification visits to states to review their systems for general supervision, data collection, and state-wide assessment. During these visits, OSEP staff work with state staff to ensure compliance and help improve the performance of federal programs. In addition, each state submits an annual performance report that reflects the state’s actual accomplishments compared to its established objectives. As part of its monitoring, OSEP uses performance data such as graduation and dropout rates to identify low performing states. OSEP staff and OSEP-funded technical assistance centers work in partnership with states to put in place strategies to improve results for children with disabilities. At the micro level, the administration of special education is with the school principal. A recent policy thrust of the DepEd in the Philippines is the empowerment of the public school principals where the latter is able to assume more administrative authority and accountability for improving teaching competencies and pupils’ achievement. This policy gives principals the administrative authority to: manage the school’s funds for maintenance and other operating expenses; raise additional funds for the school through Parent-Teachers and Community Associations; design and develop his/her own school improvement program in collaboration with parents and community leaders; participate in the selection, recruitment and promotion of teachers; plan and develop an innovative curriculum, using the national curriculum as a framework. For the private sector, the school owner together with a Board of Trustees acts as the school administration and defines the direction of the special education program; while it is assumed that they follow the guidelines set by the Department of Education to be duly recognized and credited as a teaching institution. But much of the responsibility for the success of an educational program rests in the administration. There may be proven needs, accepted philosophy, qualified personnel, and available facilities and resources; but without adequate administration, the entire organization may be one of confusion and misdirection. Programs of special education succeed in direct proportion to the efficiency of the administration. More often, when special education is introduced into a school system, the administrative plan usually does not install major changes in the existing organization. The responsibility for the program is often given to an Assistant Principal, a Director of Instruction, or some other administrator who already has many duties. Consequently, the administration of special education program becomes a major problem in the education of exceptional children. The Special Education Administrator The term â€Å"administrator of special education for exceptional children† is used to designate the school official directly in charge of the special education program. Regardless of the title, the job entails organizing the special education program, equipping the structures with adequate classrooms, employing specially trained classroom teachers, ensuring the proper placement of pupils who are not able to attend regular classes because of various handicaps, ensuring that a special academic instruction based on individual differences such as speech correction and any prescribed therapy (speech, hearing, occupational, and physical therapist, etc.). Most of the studies gathered determine who administers the special education programs (both in the public and private sector), what their functions are in regard to both administration and special education teachers, how much time they devote to the program, and whether they are administrators or supervisors. Rigsbee (2008) did a research on what makes a good school-based administrator and interviewed teachers, support staff, parents, and students from a number of school communities in North Carolina. The results of the study indicate that there are characteristics common across school levels and community demographics such are: the principal should be accessible and build â€Å"a community of caring† where students feel at home, there is an air of connectedness, sense of teamwork, a family atmosphere, and frequent celebrations so work becomes fun for everyone. Rigsbee (2008) further  explained that the administrator must treat the teachers, cafeteria staffs, custodians, and office staff as professionals; give the staff a â€Å"big picture† understanding of the students’ needs and let them know that they are valued for the work they are doing for the children. Lastly, Rigsbee (2008) adds that they develop leaders and do not micro-manage; they work diligently to ensure that their teachers are equipped to be leaders in the classroom; and they â€Å"distribute† leadership as they serve as important mentors to assistant administrators and teacher leaders to achieve the vision of the school. Special education administrators play an important role in the education of disabled students. They are responsible for overseeing programs and services for students with learning, physical, behavioral or linguistic disorders. Additional job duties in the field range from ensuring adherence to federal, state and local special education regulations to helping teachers provide the unique services special education students need. Knowledge and Compliance to the Laws on Special Education. In a study by Saravanabhavan and Pressley (2008) on â€Å"Preparing Leadership in Special Education†, they assessed the school principals in Florida and noted that school principals must have a thorough knowledge of special education practices to ensure that students receive adequate services, and teachers receive pertinent guidance and support for their students to become high academic achievers. Saravanabhavan and Pressley (2008) proposed the need for school and district administrators to be educated not only in the foundations of special education, but also in the legal aspects related to compliance and enforcement of special education services, as well as instructional methodologies, and student placement, in order to enhance their efficacy in servicing their students. In another study, McMullen (2001) investigated the knowledge of Mississippi’s high school principals regarding the IDEA Amendments of 1997 in regard to four aspects: (a) disciplining students with disabilities, (b) involving parents and students in decision making, (c) adhering to procedural safeguards and placing students in the least restrictive environment, and (d) impacting administrative practice. The study (McMullen, 2001) concluded  that although the principals demonstrated some knowledge of the law, they did not appear to have sufficient knowledge to fully implement the Act, thus, proposed for a comprehensive training that will enforce a paradigm shift from the old Public Law 94-142 to the newly reauthorized law for a more positive attitude toward the provision of services to children with disabilities. It is worth noting the need for administrators of special education program to be aware of their legal obligations to students with disabilities in after-school athletics and extracurricular activities. Fetter, et. al. (2008) cited that administrators in public schools are undoubtedly familiar with their duties under federal law to serve students with disabilities in the educational program. But only a few know whether students with disabilities are entitled to participate in athletics and other after-school activities, and if so, are not aware of what types of services and accommodations school officials and coaches should provide (Fetter, et. al. , 2008). The authors (Fetter, et.al. , 2008) said that the failure to sufficiently work through these issues leaves school districts vulnerable to costly litigation; and in addition to juggling the complicated legal issues related to serving students with disabilities who participate in athletics and extracurricular programs, many administrators are taking aggressive steps to promote healthy school communities by implementing body mass index (BMI) surveillance and screening measurement programs. The study concluded that while these programs offer an innovative approach to encouraging good health, they raise additional issues for busy administrators; it is therefore imperative that administrators should be aware of the common traps, and practical ways to comply with the law (Fetter, et. al. , 2008). The US law, Individuals with Disabilities Education Act (IDEA), stipulates that educational leaders must ensure that special and general educators use scientifically based instructional methodologies like applied behavioral programming, task analysis, direct instruction, and cognitive-behavior modifications in order to address the cognitive needs of the students. The proper implementation of the IDEA or any law for that matter is enforced by leaders who have thorough knowledge of the law and are able to use these to  enhance the performance and welfare of their constituents. The IDEA was revised in an effort to clarify the discipline mandates because it needed to be more consistent in the practices when disciplining students with special needs. However, Principals continue to misinterpret the law or avoid it altogether. As indicated in the studies below, it is apparent that knowledge of the disability laws and how it is put into practice are depended upon each other. In a study to determine the relationship between Georgia elementary school principals’ knowledge of disability laws and the practices used for disciplining students with special needs as mandated in the IDEA, Claxton (2002) used the Individualized Educational Programs (IEP), Behavioral Management Plans (BMP) or Behavioral Intervention Plans (BIP), and Functional Behavioral Assessments (FBA) in the research. The Principals were given the opportunity to provide comments about discipline and the procedures they used for students with special needs. The study also examined various demographics including age, gender, original college degree, administrative degree level reached, and years of experience in administration in relationship to the knowledge held of disability laws and the practices used by Georgia elementary school principals for disciplining students with special needs; ANOVA was used to examine each demographic variable (Claxton, 2002). The results showed that the Georgia elementary school principals used discipline practices in line with the parts of IDEA 1997 with which they were most familiar but it did not indicate any significant difference in the principals’ knowledge and practice (Claxton, 2002). Because principals or their assistants are responsible for enforcing discipline and are on the front line in terms of student safety, they are often conflicted about how to proceed when a student with a disability needs to be disciplined. Moreover, many principals need to be reminded that they are not the sole arbiter of discipline decisions for students with disabilities. The administrator should make an effort to include families by offering various opportunities for parents, advisory councils, and a multidisciplinary team to take part in varying venues (open house nights, question-and-answer sessions, and frequent communication via phone messages, emails, and publications). In another study conducted by Stephens and Joseph (2001) in the School Study Council of Ohio (SSCO) using an informal phone survey to assess the knowledge of randomly selected Central Ohio principals, special education administrators, and teachers; they were asked to rate their assessment of what level of knowledge principals needed in order to do their jobs effectively. A three-level scale was used: (1) no knowledge required; (2) a basic, working knowledge required; and (3) intimate knowledge required in four basic categories: Instruction and Programming, Placement Procedures, Federal and State Laws and Regulations, and Procedural Safeguards (Stephens and Joseph, 2001). The results showed that the perceived roles of principals differed when viewed by district level special education personnel and practitioners and these views where all in contrast to the self assessment of the principals (Stephens and Joseph, 2001). The findings elaborated the problems of principals regarding lack of knowledge includes the following: the education of the handicapped; managing the diversity of students with disabilities; mainstreaming and inclusion strategies; large-scale assessment and accountability (Stephens and Joseph, 2001). Administrative Competency and Leadership. Lowe & Brigham (2000) stated that numerous special education authorities have cited the importance of the principal’s ability to be the school’s instructional leader. In special education, the principal’s role as the instructional leader will often determine the efficacy and the quality of special education services. But research and authoritative opinion generally reveal that principals are not sufficiently knowledgeable about important aspects of the education of students with disabilities. A major explanation as to why they are typically uninformed about special education is that their professional preparation may be inadequate. According to Lowe & Brigham (2000), most school administrators do not receive sufficient training to supervise the instructional practices used by special educators. In an effort to both validate and consolidate previous work in the area of critical skills for principals in relationship to special education, Stevenson-Jacob, et. al. (2006) asked elementary and middle school principals what they considered to be critical competencies. Information was gathered on the principals’ background, training, assignments, and specific practices related to administering special education at the building level; and it was found that elementary and middle school principals agreed on eight critical competencies that principals need: (1) managing the education of students in the less restrictive environment (LRE); (2) collaborative teaching strategies; (3) the case study approach; (4) general/special education procedures; (5) parent rights; (6) state/federal requirements; (7) state/federal statues: and (8) recruitment, selection, orientation, and supervision of staff (Stevenson-Jacob, et. al. , 2006). To help administrators increase their awareness and sensitivity with issues that affect their interaction in the school, Hoy & Miskel (2001) conducted a survey with students with special needs, their teachers, and their parents in the school district. The study concluded that administrators who would like to become more competent with curriculum delivery issues must participate fully in the planning processes of the IEP and IFSP because by engaging in this process it signals its importance and administrators gain a more complete understanding of the curricular issues that face parents such as: tasks that are too difficult for the child; homework assignments that are too long and that require prerequisite skills; implementation strategies that work and should be continued; teachers who are either unwilling or unable to make accommodations for students with special needs (Hoy & Miskel, 2001). The major barrier seems to be lack of systematic and sustained programs for professional development in special education tailored to the needs of the special education administrator or principal. Therefore, educational leaders must be knowledgeable of the special education placement continuum to ensure that students receive instruction in the environment that will maximize their academic and social skills. In order to eliminate increasing challenges and to maximize quality of services provided to children with disabilities, it is vital to prepare school leaders and administrators with sound knowledge based in special education. Course work in the foundations of special education and legal aspects of special education along with advocacy for children with special needs ought to become a core area in school leadership preparation. The administrator preparation programs should place more emphasis and time on core special education competencies for principals who can effectively lead special education programs in schools. School principals must have the opportunity and the incentive to participate in sustained and systematic special education programs. Attitude toward SPED Programs and Practices. Goddard & Goddard (2000) cited the highly important roles that administrators play in the education and lives of children with disabilities as they evaluated how the administrators are impacting on the progress of the students with special needs. The result of their study emphasized that administrators can create a climate that supports all students with the awareness of key concepts in special education and important curriculum and environmental considerations that will enhance instruction (Goddard & Goddard, 2000). They (Goddard & Goddard, 2000) further explained that issues pertinent to the population of special needs students demand the focused time of concerned and knowledgeable administrators, and as such, will encourage the development of programs that will increase accessibility like: flexible course schedules, stipends or scholarships to cover costs of tuition, materials, child care, transportation, distance learning and video-conferencing technologies. Another area of special education that principals need to know and understand is the concept of â€Å"inclusion† and what an inclusive philosophy should reflect. The principal is the educational leader of the school, and as such, his or her attitude and philosophy regarding students with special needs sets the tone and is critical for determining how students with disabilities access the general education curriculum. Inclusion has been introduced way back in the 90’s and the law has been explicit about the regulations in terms of a continuum of services; however, many inexperienced principals still have difficulty interpreting what this means. Salisbury and McGregor’s study (2002) of five elementary schools engaged in inclusive practices showed personal attributes similar to those found in the transformational leaders. The transformational leader, according to Salisbury and McGregor (2002) had â€Å"a greater impact on teacher motivation to perform beyond expectations†; and the behaviors associated are charisma, inspiration, and consideration of individual teacher needs while they strive to develop shared values and beliefs, meanings, and commitment to common goals. The study further showed that principals â€Å"tended to be leaders who shared decision-making power with their staff, extended the core values of inclusiveness and quality to initiatives throughout the school, and actively promoted learning communities and change through collaborative, intentional, and supportive practices† (Salisbury and McGregor, 2002). In another study done by Kuaun (2002), which attempted to describe the profile of the school administrators (age, gender, civil status, educational attainment and length of service) and verified any significant difference on the perception of school administrators from regular schools with SPED classes and from SPED schools regarding the inclusion of children with special needs. The researcher employed the descriptive method utilizing a questionnaire which consisted of two parts: personal information from 66 respondents and 48 close-ended type of questions about inclusion; and administered them to sixty-six (66) school administrators (36 from regular schools with SPED classes and 30 from SPED schools) from twenty-two (22) schools in Metro Manila (Kuaun, 2002). The findings indicated that majority of the school administrators are female, married, aged 51 to 60, with an educational attainment of Master’s degree (from the regular schools with SPED classes) and Masteral units (from special education schools); and that majority from the regular schools with SPED classes have served longer as school administrators than the respondents of special education schools (Kuaun, 2002). Finally, the study concluded that both groups appeared to have a positive perception on inclusion of children with special needs as indicated by a no significant difference on the means scores in their inclusion perceptions (Kuaun, 2002),. This positive outlook towards inclusion was manifested in the study of Causton-Theoharis and Theoharis (2008); they cited that inclusion and the sense of belonging are seen as essential conditions for educating each child. The commitment of the principal under study implemented an inclusive philosophy which meant no self-contained special education classrooms, no resource room pullout programs, no kids sent to other schools (Causton-Theoharis and Theoharis, 2008). All the kids (kids with significant disabilities, kids with autism, kids with serious behavior issues, kids with learning disabilities, kids in wheelchairs, kids who were high flyers, kids who were learning English) needed to be an essential member of the classroom and school community; thus, the general education teachers and specialists (special education, English as a second language, reading, etc. ) had to co-plan and co-teach (Causton-Theoharis and Theoharis, 2008). The same staff was used but arranged differently in all aspects of the school which included: the after-school programs, reading interventions, the physical arrangement of classrooms and dramatic changes on the playground (Causton-Theoharis and Theoharis, 2008). Because of the special education administrator’s commitment to educate all their students together, the school under study realized the substantial achievement gained by bringing students with disabilities in the center of the discussion about school reform and in the center of the general education classroom. In another research, the findings of McClean (2007) revealed that many administrators are willing to accept having inclusive schools; and most believed that schools are generally ill- equipped to run inclusive programs. Based on the study McClean (2007) conducted in Barbados, about (20%) twenty percent of the administrators surveyed believed that students with disabilities should be educated in special schools or classrooms only because they shared in the opinion that the inclusion of students with disabilities would retard the progress of students in the general education classroom. While majority of administrators, (80%) eighty percent, wanted to have inclusive programs in their schools but were uncertain how to implement and manage these programs without the appropriate mechanisms for success (McClean, 2007). The study further discussed that the success of inclusion is determined by the principals and the teachers (whether special or regular education) who are committed to providing the necessary support; are giving the vital input to make the inclusive process their own; and are not threatened or disadvantaged by the implementation and management of any inclusive programs at their respective schools (McClean 2007). The study concluded that the success of inclusion will ensue by winning the hearts and minds of all stakeholders which include the principals, teachers, parents and students, officials of the Ministry of Education and the wider communities. Abell’s study (2006) examined the attitudes and factors valued by Kentucky directors of special education (DOSE) who are currently implementing the universal design for learning (UDL) principles within their school districts to further enhance the inclusion of student with special needs. The purpose of the study was to provide new information to DOSEs by researching leadership issues and aspects involving district level UDL implementation. Department level professional development and technology implementation issues were also explored. The survey was sent to the 176 respondents and the result found no significant differences in DOSE’S gender, education level, or years of administrative experience in relation to the DOSES own level of educational innovation (Abell, 2006). The study showed that the UDL implementation was found to be significant with regards to district acquisition of curriculum in digital formats and the technology infrastructure to run it but it was not a significant predictor, likewise, there was no significant relationship between DOSEs knowledge of UDL in relation to the size of their district special education population (Abell, 2006). The Universal Design for Learning principles call for curriculum flexibility in relation to content presentation, student expression, and student engagement. UDL is a new approach for teaching, learning, and assessment, that draws on brain research and new media technologies to respond to individual learner differences (Center for Applied Special Technology, 2008). It is important to the field of special education that administrators are open and flexible to various strategies to find the best possible intervention for students with exceptional needs in an inclusive setting. The studies raised important points, because administrators play a pivotal role in setting the climate in schools. School administrators who believed in integration created program options for its promotion; while those opposed to it have even sabotaged any efforts. A supportive school climate can also be enhanced when administrators set the occasion for teachers to have mastery experiences with the curriculum and with students’ progress in the curriculum. Administrators who are knowledgeable about the curricular needs of students with disabilities and how special education and general education curricula intersect will be better prepared to face the challenges of educating all students successfully. There are hosts of ways that administrators can become familiar with current and emerging issues in special education. This was validated by Bakken, et. al (2006) in their study â€Å"Changing Roles of Special Education Administrators: Impact on Multicultural Learners. † Bakken, et. al (2006) mentioned that special education administrators must take active part in the education of their students and they suggested the need to develop and practice highly effective communication skills because they believe that effective partnerships are built on communication. Other important considerations include an awareness of best practices in special education, effective instructional presentation strategies, curricular adaptations that support individual student progress and a variety of evaluation methods. By being student-centered; students know when they’re cared about and know when an administrator makes a difference in a school and in their lives. It is evident that supporting students with special learning needs is more successful when the principal’s attitude is positive and sympathetic. At the same time it must be recognized that a great deal of effort and time go into building a successful service delivery of special education programs. It takes a strong instructional leader to ensure that all children are able to succeed and achieve in class. It takes a strong instructional leader to ensure that all children and their teachers receive the supports and services they need to learn and develop. It also takes a strong instructional leader to create a positive learning climate that embodies a unifying philosophy of respect for all children and stakeholders in the total school community. Problems encountered. Tate (2009) conducted a survey of 108 special education administrators in North Carolina in order to identify their characteristics (which included licensure, teaching experience, LEA information, and personal demographics) and factors that contribute to their staying or leaving the field using two open-ended questions that addressed the least and most satisfying.