History of the American Constitution

History of the American Constitution Confederation and Constitution As despondency struck the new country in the mid-1780s, new inquiries emerged about the idea of American majority rule government. Numerous moderates accepted that the appropriate response lay in a more grounded national government.Most radicals trusted it was dependent upon the states to calm the budgetary weight of the individuals. These notions cultivated a development for another constitution. Political contrasts before long invigorated the formation of ideological groups. Thoroughly analyze the Articles of Confederation with the new Constitution of 1787. What were the qualities and shortcomings of the Articles vis-à -vis the Constitution? Give explicit cases that exhibit the shortcoming of the Articles (such asthe Western issue). At that point examine the drafting of the Constitution, utilizing explicit subtleties to show how the different states (slave versus free, east versus west) traded off so as to successfully draft a constitution.Pay specific regard for Roger Sherman’s plan,the Great Compromise, which broke an impasse that could have been lethal to the advancement of the new Constitution. At long last, thoroughly analyze the discussion over confirmation between the Federalists and the Anti-Federalists. Ensure you refer to explicit models from the Federalist Papers to help the Federalist position and balance it with driving defenders of the restriction (such asJohn Hancock). Break down how the discussion over a bill of rights outlines the contrasts between the two gatherings. Assess the general accomplishment of the Bill of Rights in accomplishing a viable harmony among national and states’ interests. Upheaval: From Rebellion to Jeffersonian Democracy A Different Kind of Revolution | From Confederation to Constitution | Federalist Timeline The finish of the American Revolution was the start of the development of another republic. However, the change was difficult, as the Articles of Confederation that originally bound the thirteen provinces demonstrated too powerless to even think about confronting the issues that confronted the new country. The change from the Articles of Confederation to the Constitution to Jeffersonian Democracy is the focal point of this week’s work. A Different Kind of Revolution Back to Top The American Revolution has generated a tremendous measure of writing, as it made the main new country condition of the advanced time. However, contrasted and the French and Russian Revolutions that followed, it was a â€Å"conservative† upset. It didn't drastically change the pilgrim society that existed previously. From 1763 to 1776, the homesteaders contended that they were battling for the privileges of â€Å"Englishmen.† But a few students of history keep up that the unrest was really radical, and point to the disestablishment of state religions following the war. In any case, in all actuality a few states had just disestablished their state religions before the flare-up of war. Different history specialists point to the popularity based state governing bodies made after the war. Yet, once more, just Pennsylvania and Rhode Island set up genuinely extreme state governments with a unicameral council. Truly the fundamental components of free enterprise, cash, and serv itude stayed after the insurgency. However the establishing fathers believed that they were making something new. The extraordinary seal announces, a â€Å"novus ordo seculorum† (another world request). Furthermore, world sentiment abroad agreed with this conclusion. One French eyewitness grumbled of America’s explore different avenues regarding â€Å"liberty and equity for all.† But the new country did not have the requirements of nationhood: legendary beginnings, old fables, one church, and normal ethnic roots. In 1782, J. Hector St. John de Crã ¨vecÃ¥ur distributed Letters from an American Farmer. He portrayed Americans as another individuals, committed to the standards of equivalent chance and self-assurance. His work gave a comprehension of the New World that made an American character in the psyches of Europeans. Crã ¨vecÃ¥ur composed, â€Å"What then is the American, this new man?He is an American, who, abandoning him all his old partialities and habits, gets new ones from the new method of life he has embraced†¦Here people of all races are softened into another race of man, whose works and successors will one day cause extraordinary changes in the world.† Men like Crã ¨vecÃ¥ur and later Alexis de Tocqueville accepted that Americans were genuinely unique since they were integrated by the beliefs of the Enlightenmentâ€liberty, uniqueness, and popular government. The American personality assumed the personality of a metro religion. George Washington transformed into something more than human. His birthday was made a national occasion in 1799 and Mason Adams conveyed this purification to an extraordinary with his account of the cherry tree. July fourth became â€Å"the† national occasion and the Declaration of Independence turned into a hallowed book. It was simply after the Civil War that due accentuation was set on the Constitution. The national saying, e pluribus unumâ€from numerous oneâ€expressed the new American perfect. The establishing fathers saw something new in America, be that as it may, it was more prescriptive than spellbinding. Opportunity for some was as yet a deception. From Confederation to Constitution Back to Top After the Revolutionary War, the nationalists dreaded giving the new American government a lot of intensity. Early state governments contended over how much capacity to give the individuals. A few, similar to Thomas Paine, looked for changes that would advance vote based system; others like Alexander Hamilton dreaded giving an excessive amount of capacity to the basic man. Most states like Massachusetts and New York decided to make a preservationist state constitution, with a bicameral governing body. In any case, nationalists kept on argueing over who ought to be given the option to cast a ballot, with men like John Adams cautioning that permitting the poor to cast a ballot would â€Å"confound and obliterate all differentiations, and prostrate all positions to the regular level.† Over time, the House of Representativesâ€the generally vote based of all institutionsâ€gained power to the detriment of the Senate, the more moderate part of government. In 1777, the Continental Congress drafted the Articles of Confederation. Drafted under the administration of John Dickenson of Pennsylvania, the Articles were a free confederation of thirteen states with next to no power given to the central government. The new national government comprised of a congress of representatives picked by state lawmaking bodies as opposed to by voters. It had no President or official branch. The Articles allowed just constrained forces to Congressâ€to announce and direct war and to manage remote undertakings. Altering articles was practically unthinkable, as every one of the thirteen states needed to concur. One of the most significant achievements of the Congress was the production of the Northwest Territory, a huge zone of land west of Pennsylvania and north of the Ohio River. The Land Ordinance of 1785 planned a framework for disseminating the land to pioneers and the Northwest Ordinance of 1787 gave an administration to the western domains. In the l ong run, the conditions of Ohio, Indiana, Illinois, Michigan, and Wisconsin would be cut out of this district. In any case, the new Congress was too feeble to even think about dealing with dangers from Spain and Britain. Extraordinary Britain, who from the start attempted to develop cooperative attitude with the new country, came back to an arrangement of mercantilism, or exchange its own wellbeing. They precluded American shipsâ€in specific those from Massachusettsâ€to exchange with the British West Indies. It before long turned out to be certain that the Articles themselves were a piece of the issue. Under the Articles, the government Congress had no capacity to manage the developing national obligation. At the point when the Congress attempted to look for a correction to require an expense on imported products, the revision fizzled for absence of one vote. Then, with a log jam in exchange, an ever increasing number of ranchers strayed into the red. In 1787, Daniel Shays, a veteran of the Revolutionary War, drove around 1,000 ranchers in insubordination to the Massachusetts courts. Wh ile the disobedience rapidly ceased to exist, it highlighted the shortcoming of the government in managing the developing national obligation. The stage was set for the Constitutional Convention of that equivalent year. Sacred Convention Presently participate in the conversations as a journalist at the Constitutional Convention of 1787. You are urged to take notes for your paper article toward the finish of this pretend. Protected Convention Federalist Timeline Back to Top The accompanying course of events follows the advancement of the government from the Articles of Confederation to Jeffersonian Democracy. The Articles of Confederation demonstrated unreasonably powerless for the juvenile republic thus another Constitution developed in 1787. This offered ascend to the two-party framework, with men like Thomas Jefferson and James Madison driving the Democratic Republicans and George Washington and Alexander Hamilton remaining Federalists. With the appointment of Thomas Jefferson as President in 1799, American majority rules system took on another, more populist flavor. This paper must be four to five twofold dispersed pages long (excluding the References page) and use no less thanfour scholastic quality sources.Margins ought to be no more thanone inch (both ways) and the article ought to be made in a fitting text style and size. Sources must be recorded and refered to utilizing APA group. History of the American Constitution History of the American Constitution Michael Dean Jalal Nejad, Ph.D. At the point when the United States won opportunity from Great Britain after the American Revolution they embraced the Articles of Confederation. Twenty-one years the United States was governed by the Articles until they received the U.S. Constitution in 1787. This made it so the country was controls by a sovereign national government, yet in addition the states were sovereign also. A few favorable circumstances that this framework ha

Eusmilus - Facts and Figures

Eusmilus - Facts and Figures Name: Eusmilus (Greek for early saber); articulated you-SMILE-us Living space: Fields of North America and western Europe Authentic Epoch: Early Oligocene (30 million years back) Size and Weight: Around six feet in length and 200-300 pounds Diet: Meat Recognizing Characteristics: Six-inch-long canines; feeble jaw muscles About Eusmilus Despite the fact that its in fact delegated a bogus saber-toothed feline, Eusmilus had genuinely huge canines for its size, which at six inches or so were nearly as long as its whole skull (when they werent being used, this feline kept its huge teeth comfortable and warm in uniquely adjusted pockets on its lower jaw, a quality it imparted to the indirectly related Thylacosmilus). Be that as it may, Eusmilus likewise had similarly frail jaw muscleswith its tremendous canines, it didnt need to dispense a ground-breaking biteand it was peculiarly ailing in valuable teeth, brandishing a moderately irrelevant two dozen or somewhere in the vicinity. What this shows is that Eusmilus chased in customary saber-tooth style, lying in hold up in the low parts of trees, hopping and diving its deadly canines into clueless prey, and afterward lingering its time as its supper seeped to death. In fact, Eusmilus is delegated a nimravid feline, which means it was firmly identified with the contemporary Nimravuswith which it went after prey in early Oligocene Europe and North America, alongside yet a third nimravid, Hoplophoneus. On the off chance that youre considering how these large toothed felines could have pursued for megafauna warm blooded animals without getting in every others way, the truth of the matter is that they didnt: one Nimravus skull bears tooth denotes that precisely coordinate the size and state of Eusmilus canines (in any case, this specific individual mended from its injuries and lived to chase one more day). We even have proof for savagery, or if nothing else intra-species battle, among saber-toothed felines: another distinguished Nimravus skull is implanted with the canines of an individual pack part!

Faking It

Faking It warning: the post below is probably the cheesiest thing i have ever written. it is highly unedited and makes me feel both embarrassed and proud. i usually like to sculpt and edit neurotically, but im trying to see what happens when i dont. The week before my freshman year of college started, I went to Amsterdam and Vienna with my brother and aunt. It was a last hurrah, my final journey into the world as a child. I took this picture lying in my aunts bed, listening to my favorite song of all time, 1979 by The Smashing Pumpkins. current mood: amsterdam tomorrow, college in a week, 1979 on repeat forever and ever A photo posted by Phoebe (@phxbe) on Aug 14, 2014 at 10:56pm PDT (I havent updated Instagram in over a year, so my profile is cluttered with content from freshman yearshort pink hair (big mistake), the room with dragons, a walk through Boston, a photo from my second-ever concert.) Today, I listened to the same song and suddenly felt overwhelmed by awareness of all the ways I have changed and not changed since that night. I thought about what me-back-then might think of me-today. I think that I have become, outwardly, one of the sorts of upperclassmen I revered as a freshmanovercommitted but never crushed, attends class minimally but is academically successful, has non-academic interests and hobbies, has a pretty good social life. I think I subconsciously have an obsession with never looking like Im trying too hard. Maybe a lot of people are like thisin the first lecture for worldbuilding, Junot Díaz talked about how people need to escape to fictitious worlds to come to terms with the fact that they are weak and vulnerable, because in the real world no one wants to grapple with that, because in real life we all want to be cool. Note also that I am probably a person who could write a treatise about vulnerability and the importance of being emotionally open, but in real life I am not like that at all. I want to be cool, too, and it sounds incredibly lame when I say it out loud, like that, but there it is. Let me tell you, first of all, I am not cool. Go to class; it is not cool to look like youre not trying. I panic about all the class that I miss, mostly because I lack discipline when it comes to sleep. But the story is always, I didnt go to that class at all and I was fine, not I spent hours making up the lectures I missed and did fine in the class but am unsure if I learned the material well enough. I thought about the semester when I spent weekends crying in bed, the exercise journal I kept and meals I skipped for the sake of losing weight, the times I was scared to leave my room and walk to the bathroom because I might run into people, things we dont talk about. Freshman spring, I was the loneliest I have ever been. And yet the public-facing documentation of that semester is 6 straight Asthe best semester Ive ever had. Ive been sitting in bed trying to read notes for 6.867the class I havent attended this semesterand thinking about image, facades, clothes, signalling/posturing, being cool. The things you think about when youre a teenager, I guess. Ive noticed that an irrational sense of shame surrounds my participation in things that are labeled feminine, because, I guess, a lot of those things are also associated with being superficial and unintelligent and emotional. Like fashion and confessional poetry and chick flicks, like watching my weight, like the humanities. My self-esteem sometimes seems to track how good I feel I am at math, because thats the thing I point to when I feel like nothing else countslike, look, I am participating in the study of this very Hard And Scientific And Rigorous field, and I am good at it, so its okay that I spend my time on these other frivolous things. At first, I was embarrassed that I thought like this, but then I was glad that I had noticed, so that I could try to change it. Tomorrow, Im doing a puzzle hunt and Ill probably also be happily overdressed, and it will be a lot of fun. Last semester was difficult, too, because I was sick and sadIm worried about the winter, about November and the sun setting early. I get nervous thinking about spring semester and the way burnout from fall semester seems to carry over, about how difficult things become. But things have gotten better. I remain irrationally self-conscious about gaining weight but I understand that crash dieting doesnt work. I struggle with feeling sad and lonely, especially in the winter, but I know to go through the motions of making plans with people and showing up even when I really dont feel like it, and I know to exercise and to eat and to get enough sleep. And I know that people have struggled harder than me, and I know that Im really, really privileged. It occurred to me, though, that I never write much about how difficult I find things, about struggling, and I think its because Im concerned that Ill look like Im complaining. Im not. I love MIT. I was awash with love for MIT today, the day when I slept through too much of the career fair to find it worthwhile to goI thought about the UROP Im about to start with (in my humble opinion) one of the coolest professors in the (Course 14) game (i will write about this later when it actually begins), the fact that I get to spend six hours a week in a class taught by Junot Díaz, an author I worshipped in high school. I thought about everything Ive learned in the past two years, when I wasnt paying attention, when my mind was on meeting deadlines and trying not to feel crushed. Somewhere along the way, I became a different person. IHTFP. Some things havent changed, though. I went to FredFest (a concert in the East Campus courtyard) today and saw three of my favorite people at MIT, all of whom I met freshman year or earlier. I realized that when Im old, they are going to be my college friends, and if/when I get married they will likely be at my wedding, and even though Im not graduating anytime soon, Im excited to see how our paths cross after college. But that can wait, and for now, Im excited just to wake up tomorrow. (sorry, cheesy and gross, i know, but its true!) 1 This made me think of two things Ive read in the past few months: Realizing Tupac Wasnt Cool, 20 Years Later and The Philosopher of Feelings. From the one about Pac: [Tupac] was cool as s***. He dressed cool and sounded cool and he did cool stuff. But he was so vulnerable. Maybe its just one poser recognizing another. In Changes, Pac raps, It takes skill to be real, time to heal each other. Cool kids didnt talk about healing each other. They werent wounded to begin with. From The Philosopher of Feelings, about the philosopher Martha Nussbaum: I wondered if she approaches her theme of vulnerability with such success because she peers at it from afar, as if it were unfamiliar and exotic. She celebrates the ability to be fragile and exposed, but in her own life she seems to control every interaction. The story describes the contradiction of the philosopher’s paean to spontaneity and her own nature, the least spontaneous, most doggedly, nervously, even fanatically unspontaneous I know.' Also The Power of Vulnerability, a TED talk I had bookmarked on my computer for all of high school. Anyway, if you watch it and think, Well, gee, I make myself pretty vulnerable, Im doing great, I dont need to worry! youre probably not working hard enough.

Practice in Correcting Errors in Subject-Verb Agreement

After youve reviewed how to correct errors in subject-verb agreement, including tricky cases, complete the editing exercise below. Several (but not all) of the following sentences contain errors in subject-verb agreement. When you spot an error, correct it. If a sentence is free of errors, identify it as correct. When youre done, compare your responses with the answers below. Example Sentences Music soothe me.Billy bake brownies every Halloween.Peggy and Grace is arguing again.Elsie never takes the bus to work.The people who own that house has no insurance.One of these mechanics have a set of jumper cables.Felix and his brother is mending the wings of butterflies.Both of my essays is brilliant.The pulses emitted by a neutron star recurs at precise intervals.One of my uncles dances at the Rainbow Cafe.Phil and Jeremy has gone to the concert.Both of my daughters are professional dancers.Every one of the workers receive the same benefits.There is two gerbils in my bathroom.This box of toys belong in the attic. Answers Here are the answers below, with the corrected words in bold. Music  soothes  me.Billy  bakes  brownies every Halloween.Peggy and Grace  are  arguing again.CorrectThe people who own that house  have  no insurance.One of these mechanics  has  a set of jumper cables.Felix and his brother  are  mending the wings of butterflies.Both of my essays  are  brilliant.The pulses emitted by a neutron star  recur  at precise intervals.CorrectPhil and Jeremy  have  gone to the concert.CorrectEvery one of the workers  receives  the same benefits.There  are  two gerbils in my bathroom.This box of toys  belongs  in the attic.

Battle of Globe Tavern - Civil War

Nissan Culture and Earlier Cg Uses Free Essays

string(100) " the company to develop a new corporate culture from the best elements of Japan`s national culture\." CM J41 Strategy Execution [pic] 1. 0 Resume: The case is about the turnaround of Nissan in the year 1999 to 2002. Nissan experienced great finances looses for the past seven out of eight years which resulted in a 22 billion $ debt and an outdated product portfolio with little liquid capital for new product development. We will write a custom essay sample on Nissan: Culture and Earlier Cg Uses or any similar topic only for you Order Now In just 12 months the new COO, Carlos Ghosn (CG), succeeded in turning Nissan into profitability with a new and more performance oriented corporate culture. 2. Evaluation of Carlos Ghosn’s approach to turning Nissan around: The overall evaluation of CG is full of success which, I think, is duo to his personal background, his philosophies of management and a little bit of luck. CG has a multicultural background and has proven himself having capacity for global leadership. In his career he has learned to manage large operations under adverse condition on four different continents and speaks five languages. He has a very open and pragmatic approach towards his surroundings, with this in mind his specialty is improving cost efficiencies, and this has earned him the nickname â€Å"Le Cost-Killer†. CG philosophies of management consist of three principals. These are transparency, execution and communication which all are essential to give employees structure and direction. His leadership style is characterized by him being achievement orientated, participative, supportive and directive leader. Furthermore a unique quality and vital factor for CG success is in my opinion was his implementation of the Cross Functional Teams (CFT) and his approach to cultural conflict, which he sees as an opportunity to create rapid innovation, if paced and channelled correctly. In the above mentioned I state, that CGs approach was a success. In the following four aspects I will try to prove this, by stressing out different arguments from the case combined with relevant theory. 2. 1 Resistance to change: People do not resist change but specific things. (Notes lec. 5) Over 50 % of all change initiatives in organizations fail to succeed and when this occurs, leaders often blame resistance. They assume that if only people would stop complaining and get on board, all would be fine (Ford et al. , 2009). But resistance is, in fact, a form of feedback, often provided by people who know more about day-to-day operations than you do. It can therefore be turned into a vibrant conversation that gives your change effort a higher profile (Ford et al. , 2009). This could be one of the reasons to why CG set up the CFT. Dismissing the feedback deprives you of potentially valuable information, costs you goodwill, and jeopardizes important relationships. If you learn to embrace resistance, you can use it as a resource and find your way to a better solution (Ford et al. , 2009). Resistance, properly understood as feedback, can be an important resource in improving the quality and clarity of the objectives and strategies at the heart of a change proposal. And, properly used, it can enhance the prospects for successful implementation (Ford et al. , 2009). Looking at the theory applied and the case, I believe that the resistance to change that CG faced was inevitable. As I see it one of the main reasons for resistances was due to the culture background, however there were several of underlying causes that could create a tension and resistance to change at Nissan. One is a more general conflict that arises when trying to move people, who do not find movement necessary. Another resistance point could be the urge for protecting ones career development, which before the intervention of CG was based on promotion on seniority basis and a zero mistake culture, which resulted in general a lack of innovation, a slow decision making and risk adverse mentality. To this CG responded with a change in the career development structure at Nissan, so that the highest achievers got the highest rewards and promotion was based on performance, leading to higher performance, willingness to make mistakes and create an innovation platform. Although these initiatives where not without resistance, because of the promotion of some younger leader over older, long serving employees which was in opposition to Japanese culture norms, CG took the same approach as with cultural differences and saw growth opportunities instead of problems for the young managers since they where challenged in their authority, which gave them growth experiences. As an overall when it comes to turning a company around as drastically as was needed for Nissan it is bound to create some resistance, and that CG new and was prepared for. Such a big change makes the future uncertain for many employees and the uncertainty is something many naturally try to avoid, and thereby instinctively becomes resistant. This Combined with a strong Japanese traditions, an organizational culture that has hindered innovation, adaptability and accountability, and last but not least a Japanese government that historically always have bailed out troubled employees, thereby creating no reason for action, and a feeling of no urgency, only made the resistance worse. All this being said, I am convinced that CG handed the resistance to change ideally. He didn’t as Ford el al. points out hold any possible reason for failure on resistance, and thereby risking overlooking opportunities to strengthen operational outcomes. 2. 2 Organizational culture: A part of the organizational culture at Nissan was the sub optimization with focus only on each individuals own department with little regard for understanding the company as a whole. This including other aspects of the organizational culture resulted in CG detecting a series of problems. From management side, the most fundamental ones was the lack of vision and ignoring customer voices. Furthermore he identified problems with, lack of clear profit orientation, lack of sense of urgency, no shared vision, insufficient focus on customer and too much focus on competitors and lack of cross functional implementations. As a consequence of these findings CG organized nine CFTs for tackling Nissan’s cultural problems, and allowing the company to develop a new corporate culture from the best elements of Japan`s national culture. You read "Nissan: Culture and Earlier Cg Uses" in category "Essay examples" Working together in the CFTs helped managers think in new ways (innovation) and challenge the existing practices (efficiency). CG explained to employees at all levels of the company that they them selves possessed solutions to Nissan’s problems, giving them a sense of responsibility and ownership in turning Nissan around. It was neither top-down nor bottom-up. It was both â€Å"top-down and bottom-up. † CG could just have formulated solutions by himself and ordered them to be implemented by senior managers, but he believed in the managers and employees in Nissan, nd he was good at showing them this. As mentioned in 2. 0 he believed that if one just dictated changes from above, the effort could backfire, undermining morale and productivity. The CFTs was a way to minor the resistance to change and involve and motivate middle managers who had detailed information about the company’s daily business and had the potential to come up with solutions to the companyâ€℠¢s problems. Even before taking over the position as COO, he had industry analysts against him, whom anticipated a culture clash between the French leadership style and his new Japanese employees. This could also have affected some employee attitude towards CG in a negative way beforehand. Besides this I am convinced that many parts of the Nissan organization did not feel very good about having CG changing things as drastically as he did. A labeling from the media as a gaijin, a foreigner and a reduction of 21,000 jobs, will inevitably create an uncertainty and therefore opponents among both lower level employees as well as higher in the hierarchy. Also the new employee advancement strategy, which challenged the traditional career advancement, created some negative emotions towards CG among the older, longer serving employees, since they were no longer automatically granted with a career advancement for long time service in the company. Furthermore, layoff of several of managers who did not meet targets regardless of circumstances and the demotion of Vice President of Sales and Marketing in Japan presumably created resistance and discontent. But I do believe that CG was successful in enlisting most of the organizations support over a fairly short period of time, though his leadership style, where his visibility and openness to taking recommendations opinions of Nissan people seriously. Another reason is the respect for leadership that is inherent in most Japanese. This made his approach to leadership even more effective. Also the delegation of responsibilities to the CFTs helped getting the support of middle and lower levels, so he could focus his attention on top management. 2. 3 National culture: The national culture has without a doubt played a large part in the outcome of CG’s attempt to turn Nissan around. On one hand it hindered change because of the sense of security the government created and its rigid approach to decision making and career advancement. On the other hand the respect for leadership made it easier for him and his CFTs to have an impact on the organization. The cultural differences between CG and the Nissan organization was profound because he had never been exposed to Japanese culture before, but his approach to the culture ensured that he was fully aware of the issues that could arise. He stated that he wanted to discover Japan by being in Japan with Japanese people. That shows his humble and respectful approach to their culture, which I think benefited him allot and which I in the following will show some examples of. The respectful approach to the Japanese culture forced e. g. CG to pay extra attention on the empowerment of employees. As mentioned, Japanese business culture is characterized by a search for conscientiousness, corporation, group harmony, and an avoidance of mistakes. This all leads to a delay of decision making and a lack of responsibility. The introduction of CFTs was in my opinion a strategic stroke of genius because it was partly an attempt to break with the inconveniences of Japanese culture without harassing the fundamentals and partly because people in the CFTs got a bird’s eye perspective of the company and it gave them a sense of ownership and responsibility, which was necessary to turn things around. Cultural conflict could, in my opinion, easily be a root to resistance to change but as mentioned earlier CG uses and see cultural conflict as something positive if handled correctly, which also is in line with both Ford et al. and Dent et al. iew of how resistance to change should be handled (Ford et al. , 2009) (Dent et al. , 1999). By introducing the CFTs CG also avoided the failure that many companies often do in the execution of their strategy, which is going directly to the structural reorganization. Instead he focused on some of the most powerful drivers of effectiveness – decision rights and i nformation flows (Nielson et al, 2008). The CFTs had in their ability of being cross functional all the information they needed to take the right decisions and by encouraging the members to come forth with their ideas and take risks the effectiveness of the CFTs was even greater. CG also changed the traditional Japanese compensation system to a more Western approach with possibility for employee advancements based on performance instead of seniority. This greatly empowered the talented employees, who was much needed in the turnaround but was also a source of conflict between young leader and older, longer-serving employees. But again CG saw a possible conflict as a positive thing. â€Å"†¦these tests of authority were growth experiences for young managers†. This shows again his personal ability to turn challenges into something good and productive. 2. 4 Luck and timing: There is no doubt that CG was lucky. His timing was impeccable as the bankruptcy of Yamaichi happened when he took office as COO in Nissan. The misfortune of the major financial house in Japan helped open the eyes of the employees in Nissan. The employees realized that lifetime employment was no longer a reality and that they had to do their own part to secure the company’s future and thus their own jobs. CG, to his credit, used the Yamaichi example whenever he could to continue to motivate his employees, repeating that their fate would be no different if they did not put all of their effort into figuring out, and then executing, the best way to turn Nissan around. By repeating the story CG paved the way for a major organizational and cultural change that otherwise would have been hard to push through. If people do not see why change is necessary, then motivation for change will be nonexistent. Moving a huge organization simply by brute force is an impossible task, but CG’s strike of luck created a powerful momentum that diminished potential resistance to change. Without this, CG and his CFTs would probably have faced a much more daunting task if the turnaround had taken place few years earlier. But it was not all luck. CG a used the bankruptcy strategic in the meaning of unfreezing the organization in Lewins words or as Cotter expresses it â€Å"creating a burning platform†. By telling the story over and over again he made the organization and every employee ready for change. When everyone was ready CG created a vision that was tangible, concise, and easy to relate to for the employees. It is not enough to create a great vision. It also has to be communicated effectively to the organization. CG was aware of this as the quote below shows â€Å"He was the first manager to actually walk around the entire company and meet every employee in person, shaking hands and introducing himself†. CG was prepared to â€Å"walk the talk† himself and did so by taking the lead and thereby showing the employees the way. 3. 0 Conclusion: All in all I think CG did an incredible job turning Nissan around in a very short period of time. Inspired by the voting we have done in the class, I would give him a 12, the highest mark. As a non-Japanese COO he managed to overcome Japanese cultural obstacles, as well as effectively transforming a bureaucratic organizational culture and turning a large continuing deficit into a profit within 12 month. One could question though whether his successor will be able to continue what CG started or if he needs to find his own way. Either way, CG has a justifiable concern for the future of Nissan. They might be on the right path, but they are still far from reaching their goals. How to cite Nissan: Culture and Earlier Cg Uses, Essay examples

Consumer Behaviour Transitioning Loyalty Programs

Question: Describe about the Consumer Behaviour for Transitioning Loyalty Programs. Answer: Part A: Customer segment: Senior Citizen The first segment of the customer is related to the elderly citizen, who have the primary concern of maintaining well-being status of life and are updated about technological framework only to a certain limit. According to Lian and Yen (2014, pp.133), these age group customers are generally quite loyal in behavior and give the honest review regarding the customer service. They possess the most of the life experiences which help them to become conscious and alert customers in a present day. With aging, there is a loss of the mass of muscle which results in a decrease of strength and activity level. This results in their potential and ability to heavy exercise or for a longer duration. In contrast, it is seen that despite having low stamina, most of them prefer to do exercise and stay fit and thus will be attractive towards fitness industry (Thompson, 2014, pp.8). The senior citizens also prefer to watch pay TV like Presto, Stan, and Netflix. It is found that the older age groups are m ore addicted towards TV. They prefer to watch more of news than any other entertainment channels and hence are seldom attractive to pay TV industry as loyal customers (Kottak, 2016). With growing age they prefer less to eat outside food because of a health issue; hence eating out in restaurants are seen less among them. This is other words is indicative that elderly customer segment is not must attractive towards restaurant or food industry compared to another customer segment (Hwang and Ok, 2013, pp.121). Customer segment: Baby Boomers The second customer segment includes the generation of people advancing towards retirement age. These age group customers have sufficient money and prefer to spend on themselves and family, which in turn is indicative of maintaining a good lifestyle and attractive towards leisure time entertainment (Bowen and Chen, 2015, pp.415). The baby boomers generation in their retirement years seems to be more active towards exercise and fitness. They desire to remain fit in their retirement period by joining yoga, aerobics, and other workout programs and that they are much interested towards gym or fitness industry (Bowen and Chen, 2015, pp.415). It has been estimated that these group customers make around 60% of the audience in a week by watching pay TV. Most of them watching television for about Five to six hours per day through streaming online or using digital recording machine (Beehr, 2014, pp.1093). Importantly, around more than half of boomers wish to spend time and money on eating by t rying new foods and restaurants. They prefer to go restaurants in the afternoon and especially in the evening. They prefer those restaurants giving coupons and membership facility. Despite, all these enjoyment, they give prior importance to their health (Beehr, 2014, pp.1093). Consumer segment: Generation X The third customer segment is referred to a class of people with increasing family household along with a huge amount of mortgage are the most tensed and unsatisfied group. Due to growing family and mortgage pressure, they have to spend money to a limit. These group customers neither have time nor money to spend on fitness and exercise by fitness classes or clubs (Beehr, 2014, pp.1093). They do prefer to yoga or exercise by themselves but are only attractive towards fitness industry if they can found a substantial discount or attractive offers (Kanchanapibul, 2014, pp.528). Due to lack of money, they preferred not to afford the pay TV and chose to watch the regular TV. Besides TV, they also decide not to eat in restaurants on a regular basis. This group of customers along with their family generally come to restaurants on weekends and special occasions only (Parment, 2013, pp.189). Customer segment: Single Adults The last and the youngest generation include the single adult customers. These age group customers are vivacious and energetic in nature. They used to spend a lot on their daily requirements. These age group customers are more prone to weight gain/obesity, while a few of them are least interested towards exercise (Schmeltz, 2012, pp.29). As they have sufficient money needed for their daily needs, most of them join a gym, fitness clubs, yoga and aerobic classes. This age group shows more interest in watching Pay TV which includes drama, reality shows, fictions, music, and sports. Having sufficient money, they are able to pay any amount for the pay TV (Kottak, 2016). They use to watch TV using a digital recording device and also watch online streaming shows (Kilian, 2012, pp.114). It has been surveyed that major customers of any restaurants include these single adult customers which around 60% or more. They used to enjoy with friends and family and usually in the night time (Parment, 2 013, pp.189). Part B Introduction One of the major demographic aspects which affect these three industries is gender segmentation (Wedel and Kamakura, 2012). The fitness mode and exercise types differ for both male and female. Female has less strength and stamina compared to male due to less lean muscles mass. Due to this, they prefer to do yoga, aerobics, cardio, and jogging; on the other hand, male prefers to do hard-core exercises. Gender segmentation According to male customers, exercise is like sports to them, whereas female it is a fitness and look issue (Mohd Suki, 2013, pp.726). It has been noticed that female customers are more regular in exercise than the male customers. In the case of watching Pay TV, female customers are ahead of male customers, as per the theory of market segmentation (Mohd Suki, 2013, pp.726). It has been surveyed that female viewers rules over the primetime shows which include mostly drama, series, and reality shows. Male customers seem less interested in watching Pay TV, and they prefer to watch seldom which includes sports and news (Hun and Yazdanifard, 2014, pp.2321). Similarly, for eating in a restaurant, male customers are found to be fonder compared to female customers. Female customers are more conscious of the hygiene, sanitation, and variety of food available in the restaurant (Rettie, 2012, pp.420). Marital status Another demographic aspect of the customers is the marital status. It has been observed that married couples are less conscious about physical fitness than singletons (Mohd Suki, 2013). They choose to spend time with each other instead of doing exercise. Importantly, after marriage, the individuals have got more responsibilities which restrain them from doing physical activity. Also for the same reason, the married couples seldom get time to watch Pay TV; whereas the singletons are free to watching television at any time as revealed by analysis of Wedel and Kamakura (2012). Singletons are carefree in nature and hence eat in the restaurant whenever whatever and wherever they like. In contrary, the married couple is selective in nature and are particular about every detail of the restaurant (Beehr, 2014). Employment status Employment status is one of a most determining factor in the customer behavior. Customers having low-income employment status are constrained with a limited amount of money, which ultimately affects their lifestyle (Kilian, 2012, pp.114). In contrast, customers with high employment status have the freedom to join any fitness programs, gym and work out centers. According to Kanchanapibul (2014, pp.528), the customers with low-income status cannot afford such fitness classes or trainer and hence depend on upon their regular exercise. The higher employment status customers have sufficient income to afford Pay TV, while lower employment status customers have to satisfy themselves with the regular satellite TV. Higher income customers go to restaurants on a regular basis for enjoyment and societal status, whereas lower income customers go to restaurants on weekends and special occasions. They prefer first on food pricing than on food choosing and opt for fast food centers than the service restaurant (Parment, 2013). Education Level of awareness The most critical demographic factor which determining the customer behavior on the given three major industries is education. The personality and behavior of an individual are determined from their educational qualification. Education decides the living style and standard of an individual. Educated customers are more aware of fitness and exercise benefits and tend to do exercise on a regular basis. Uneducated or less educated customers have less knowledge regarding exercise and its associated health benefits. This leads to their less concern towards fitness and exercise, and they are not willing to do the workout. Moreover due to less educational qualification, they do not possess any job, and hence are more inclined towards TV (Han and Yoon, 2015, pp.22). Most of the educated customers prefer not to waste time on TV, rather do something fruitful. Informed customers go for the quality and eminence of the restaurant and verify every feature of the restaurant like ambiance, sanitation , quality of food, and hygiene condition. On the other hand, uneducated customers do not bother about all these aspects of restaurants because of their ignorance. Thus, they can be easily influenced and created by the service provider (Han and Yoon, 2015, pp.22). Ethnicity Lastly, ethnicity is another major feature that decides the customer behavior. Ethnicity defines a group of people who categorize themselves with common language or religion or nationality or origin or social culture (Sekhon, 2015, pp.211). These types of customers choose to do the exercise with the people of their same ethnicity. In terms of fitness, they prefer the diet according to their culture and nationality. Also in the case of watching Pay TV, they select the channels related to their ethnicity (Beehr, 2014, pp.1098). Furthermore in choosing a restaurant to eat they prefer the restaurant having their ethnic feature giving them homely atmosphere. Conclusion In summary, the present portion of report illustrates the demographic factors that are responsible for influencing consumer behaviour. The demographic location are critical as they manage customer behaviour according to their requirement and preference. With the analysis, it was revealed that organization need to undertake these information for strategic designing of framework that in turn can help them in influencing consumerism according to their organizational objective. References: Beehr, T.A., 2014. To retire or not to retire: That is not the question. Journal of Organizational Behavior, 35(8), pp.1093-1108. Bowen, J.T. and Chen McCain, S.L., 2015. Transitioning loyalty programs: A commentary on the relationship between customer loyalty and customer satisfaction. International Journal of Contemporary Hospitality Management, 27(3), pp.415-430. Han, H. and Yoon, H.J., 2015. Hotel customers environmentally responsible behavioral intention: Impact of key constructs on decision in green consumerism. International Journal of Hospitality Management, 45, pp.22-33. Hun, T.K. and Yazdanifard, R., 2014. The Impact of Proper Marketing Communication Channels on Consumers Behavior and Segmentation Consumers. Asian Journal of Business and Management (ISSN: 2321-2802), 2(02). Hwang, J. and Ok, C., 2013. The antecedents and consequence of consumer attitudes toward restaurant brands: A comparative study between casual and fine dining restaurants. International Journal of Hospitality Management, 32, pp.121-131. Kanchanapibul, M., Lacka, E., Wang, X. and Chan, H.K., 2014. An empirical investigation of green purchase behaviour among the young generation. Journal of Cleaner Production, 66, pp.528-536. Kilian, T., Hennigs, N. and Langner, S., 2012. Do Millennials read books or blogs? Introducing a media usage typology of the internet generation. Journal of Consumer Marketing, 29(2), pp.114-124. Kottak, C.P., 2016. Prime-time society: An anthropological analysis of television and culture. Routledge. Lian, J.W. and Yen, D.C., 2014. Online shopping drivers and barriers for older adults: Age and gender differences. Computers in Human Behavior, 37, pp.133-143. Mohd Suki, N., 2013. Young consumer ecological behaviour: The effects of environmental knowledge, healthy food, and healthy way of life with the moderation of gender and age. Management of environmental Quality: An International Journal, 24(6), pp.726-737. Parment, A., 2013. Generation Y vs. Baby Boomers: Shopping behavior, buyer involvement and implications for retailing. Journal of retailing and consumer services, 20(2), pp.189-199. Rettie, R., Burchell, K. and Riley, D., 2012. Normalising green behaviours: A new approach to sustainability marketing. Journal of Marketing Management, 28(3-4), pp.420-444. Schmeltz, L., 2012. Consumer-oriented CSR communication: focusing on ability or morality?. Corporate Communications: An International Journal, 17(1), pp.29-49. Sekhon, Y.K., 2015. Ethnic consumer decision making. The Routledge Companion to Ethnic Marketing, p.211. Thompson, W.R., 2014. Worldwide survey of fitness trends for 2015: whats driving the market. ACSM's Health Fitness Journal, 18(6), pp.8-17. Wedel, M. and Kamakura, W.A., 2012. Market segmentation: Conceptual and methodological foundations (Vol. 8). Springer Science Business Media.

Super Predators Essays - Criminology, Forensic Psychology, Crime

Super Predators What is the "super predator"? They are young hypercriminals who are committing acts of violence of unprecedented coldness and brutality. This newest phenomenon in the world of crime is perhaps the most dangerous challenge facing society and law enforcement ever. While psychopaths are not new, this breed of super criminal exceeds the scope of psychopathic behaviour. They are younger, more brutal, and completely unafraid of the law. While current research on the super predator is scarce, I will attempt to give an indication as to the reasons a child could become just such a monster. Violent teenage criminals have become increasingly vicious. John DiIulio, Professor of Politics and Public Affairs at Princeton University, says, The difference between the juvenile criminals of the 1950s and those of the 1970s and early 1980s was the difference between the Sharks and the Jets of West Side Story and the Bloods and the Crips. It is not inconceivable that the demographic surge of the next ten years will bring with it young criminals who make the Bloods and the Crips look tame." (Bennett, DiIulio, & Walters, 1996, p. 17). They are what Professor DiIulio and others call urban "super predators"; young people, often from broken homes or so called dysfunctional families, who commit murder, rape, robbery, kidnapping, and other violent acts. These emotionally damaged young people, often are the products of sexual or physical abuse. They live in an aimless and violent present; have no sense of the past and no hope for the future; they commit unspeakably brutal crimes against other people, often to gratify whatever urges or desires drive them at the moment and their utter lack of remorse is shocking. Studies reveal that the major cause of violent crime is not poverty but family breakdown, specifically the absence of a father in the household. Today, one-fourth of all the children in North America live in fatherless homes. This adds up to 19 million children without fathers. In comparison to children who live in two parent homes, these children will be twice as likely to drop out of school, twice as likely to have children out of wedlock, and they stand more than three times the chance of ending up in poverty, and almost ten times more likely to commit violent crime and ending up in prison. The Heritage Foundation, a conservative think tank, reported that the rise in violent crime over the past 30 years runs directly parallel to the rise in fatherless families. In the United States, according to the Heritage Foundation, the rate for juvenile crime is closely linked to the percentage of children raised in single-parent families. While it has long been thought that poverty is the primary cause of crime, the facts simply do not support this view. Juvenile criminal behaviour has its roots in habitual deprivation of parental love and affection going back to early infancy. A father's attention to his son has enormous positive effects on the child's emotional and social development. A young boy abandoned by his father is deprived of a deep sense of personal security. In a well-functioning family the presence of the father embodies authority and paternal authority is critical to the prevention of psychopathology and delinquency. In addition to the problem of single parent homes, is the problem of the children whose behavioural problems are linked to their mothers' drug use during pregnancy. Children reaching their teenage years could result in a potentially aggressive population. Drug use has more than doubled among 12 to 17year olds since 1991. "The overwhelming common factor that can be isolated in determining whether young people will be criminal in their behaviour is moral poverty". (Worsham, James-Blakely, and Stephen, 1997, p 24) According to the recently published "Body Count: Moral Poverty . . . and How to Win America' s War Against Crime and Drugs," a new generation of "super-predators, " untouched by any moral inclinations, will hit America's streets in the next decade. John DiIulio, the Brookings Institute fellow who co-wrote the book with William Bennett and John Walters, calls it a "multivariate phenomenon, " meaning that child abuse, the high number of available high-tech guns, alcoholism and many other factors feed the problem. University of Pennsylvania professor Mavin Wolfgang says, "6 percent to 7 percent of the boys in an age group will be chronic offenders, meaning they are arrested five or more times before the age of 18." If that holds true, because there will be 500,000 more boys ages 14 to 17 in the year 2000 than there were in 1995,

100 Interesting Persuasive Essay Topics That Worked

100 Interesting Persuasive Essay Topics That Worked Students are used to the fact that their professors give them the assignment’s topic. It minimizes the efforts they spend on the homework tasks as choosing the relevant, interesting persuasive essay topics all alone may be a time-consuming task based on the in-depth research. Many students think it is a waste of time. In fact, they should perceive the ability to select the topic as a wonderful opportunity rather than another academic nightmare. No matter how good persuasive speech topics given by the teacher are, the student is not able to reject them in case he/she does not know much about the problem. If you can pick the issue on your own, it is possible to come up with the problem of interest! GRAB IMMEDIATE HOMEWORK HELP What about taking some time to learn how to pick good persuasive essay topics for high school? This article provides 100 excellent, interesting persuasive essay topics, but you can support the final choice with a reliable, 100% satisfactory academic writing help from the top preferred writers! Difference between Good Persuasive Speech Topics and Argumentative Topics Do not hurry to jump over to the list of 101 good persuasive speech topics without reading the basics. A student is free to compose a paper on any topic in the world, which related to the field of studies. That is wonderful! What is the student understand the subject and has no idea of what an argumentative/ debatable/persuasive writing means? The obvious step to take is to find what the term means. Students use to confuse the two terms, great argumentative writing ideas and interesting persuasive essay topics because these two genres of academic assignment have a lot of nuances in common. It does not matter if the writer finds a list of interesting persuasive essay topics and then prepares an argumentative essay on one of those ideas. The approach to writing should be different. Learn more by attending the academic service’s blog full of useful, time-tested tips on writing. An argumentative paper is a part of the persuasion. It has to state the main point, thesis statement, and defend it throughout the paper while an essay on the good persuasive speech topics must prove the truth of the author to the target audience. The reader should take the author’s side by the end of the reading. That is why choosing only interesting persuasive essay topics is critical. 100 Interesting Persuasive Essay Topics to Cover It is time to have a look at the 100 interesting persuasive essay topics shared by the top writers from different parts of the world! Do not forget to develop an efficient outline to succeed! GET PERSUASIVE ESSAY FROM EXPERT Persuasive Essay Topics for Elementary Students Monkeys would make excellent pets Having siblings or being alone in the family? Will waking up and seeing the dinosaur next to you push you to give the creature away to the zoo? The most effective superpower to possess is the ability to fly The most gorgeous seasons of the year is summer/winter Should a scientist who discovered an invisibility potion share it with other people? A ticket seller at the football stadium is the most boring job in the world Parents must allow their kids to paint on their walls to personalize the bedroom and show their individualities Making friends with everyone around will do a good favor in the future Carrying a brand new iPhone everywhere does not create our image; it points to how much money our parents earn Good Persuasive Essay Topics for High School Children The death penalty is an effective way to scare off the criminals Every person is free to change his/her name without any obstacles at any life stage The moral obligations of the nation’s leaders, including presidents and bosses of huge companies Rich people must be forced to pay higher taxes to support the financial balance What is the effective way to avert the potential mass shootings at the US high schools? Are fashion and one’s personal preferences important? Is there anything older generation can learn from the modern youth? Censorship plays the most significant role in the digital world They should lower the voting age to get more accurate results National security is more important than privacy Persuasive Essay Topics on Education to Support the Academic Improvements Studying the nature of videos/computer games mobile apps may be beneficial for the IT students The existing means of high school discipline are not effective enough to control groups of teens The standardized evaluation is not a precise measure of student learning progress and personal development The children in provisional living conditions with a 4.0 GPA must earn a free university education Is it ethical to place physically or mentally disabled children in the separate school classes? Which type of preventive measure could stop the high school bullying? Are video games capable of stimulating teenagers to use a weapon in the educational institutions? Students performance during the physical education lessons in gym affects their great point average The teachers should wear a special uniform like the professionals from other fields associated with public services Less successful students should not be forced to retake the course until they obtain a passing grade Science Persuasive Essay Topics: Breakthrough in Technologies and More The US Environmental Protection Agency does not use its full capacity to make the environment better The era described in the â€Å"Blade Runner† movie is coming closer to each new day and robot created The alternative source of energy may replace the fossil fuels The human activity has nothing to do with the progress of global warming Modern planes do not fall without a good scientific reason: most of the catastrophes are the outcomes of terrorism People are guilty of the extinction of many rare species of animals plants The genetically modified food is not safe Should there be a restriction on the number of children in every US family like they have in China? Is it ethical to clone animals? Is marijuana good for curing various mental disorders? Persuasive Essay Topics about Animals Plants Hunting is not ethical in any life situation Zoos are not helpful in wildlife conservation London Zoo is the largest zoo in the world offering its animals the luxury conditions People cannot keep rare, exotic animals at home turning them into their pets Is it fine to create mixed hybrids through breeding homeless dogs and cats? Rewards. Vs. Punishment: which is a better measure to train and control pet’s behavior? Vegetarianism does not help the animal world the way some people think Killing animals to get their fur for the fashion industry is immoral unethical Poaching negatively affects the economy, so the responsible faces should do something to improve the situation What led to the extinction of the great mammals like mammoths wooly rhinoceros? Persuasive Essay Topics about Music Artists Pirating music in the digital age is the serious threat to the entire country’s economy Great Britain does not dominate the music world since the 90s and the breakup/separation of â€Å"The Beatles.† The grunge music and gothic rock/post-punk music have fewer differences than they have similarities Music can be a part of the perfect rehabilitation procedure in the local prisons The cost of music, app, game, video downloads on App Store is very high Various significances in songs make people react to the music tracks in different ways Chinese music is an original art form, which has not developed significantly since Ling Lun’s foundation of 60 bells Vietnam War epoch music inspired further discussions on the innovative revolutionary approaches to thinking Music is the top recommended therapy for the cure of mental illnesses Technology has a positive impact on music as there is no need to have humans to create a band and deliver music to public Sports Persuasive Essay Topics Students Young Athletes Will Enjoy Animal sports like horse racing are not ethical or moral There is no way to include tobacco and alcohol beverages advertising during the translated sports events The sportsmen should not drink alcohol by any means It is not safe to take part in the extreme activities for entertainment The Government of Spain must forbid the bullfighting across the country even though it is the face of the national sports In swimming and dancing, women perform better than most of the men The best coaches in the world are under the equal threat of losing their self-control Women team players cannot take part in the mixed-gender sports games The inborn talents of the athletes matter more than the skills experience of their trainers Coaches should punish the sportsmen for taking steroids severer than they do now Complicated Ideas for Debates The oil companies are supposed to be more responsible concerning the oil spills Human behavior a result of nature Sex education classes would make sense to the younger teenagers The modern US legal system exploits the minorities despite the constitution and existing laws The gun control legislation has much more disadvantages than advantages There is no need to van modern television or some of the shows – Interne is a worse threat to society Do famous people make a mockery of the right to privacy? Should the legal drinking/smoking/driving/voting age of the person be brought down to 18 in the United States? Are open borders possible in the foreseeable future? Europeans would lose the World War II without the American intervention and on-time help Moral Issues to Cover in Persuasive Speech Debates Animal testing is necessary for the human kind, so it should not come Hospital patients possess a right to die through the physician-assisted suicide Physician-assisted suicide is not illegal and can be implemented in the corresponding situations They should ban children’s beauty pageants to make the world better The US customers must stop purchasing goods from countries that exploit child labor Atheists are not less moral than theists Should young adolescents be allowed to make cosmetic surgery? Should people start selling beer to college students? Is a camera in public place an invasion of privacy? Dreamers must obtain permission to stay in the US Both educational institutions businesses should provide more incentives to do volunteer work Mixed Argumentative Ideas to Use in School/College Essay Atheists religious people must exercise tolerance with each other Discussing the major problems associated with Iraq Afghanistan continuously evokes irritation and aggression Was the â€Å"sex, drugs, and rock’n’roll† epoch significant in the history of art, or not? Whose side do you support: vegetarians or meat eaters? Should the maniacs who kill people without reason be sentenced to death? Free bagels with sour cream motivate the student to study as they stimulate the brain activity Unpopular opinion: The Black Square by Kazimir Malevich has nothing special about it Talking about cheating is embarrassing while discussing various sex issues is fine The art for masses has nothing to do with the masterpieces created by the elite community Modern women look worse than women of 80s when they were not too thin and looked more natural Interesting is not a single word the student must think about. The chosen issue has to be essential and informative, meaning the writer should check whether there is enough information available on the web/in the college library. Once the student understands it, he/she can move to the process of selecting the topic. There is no need to collect the possible ideas independently – meet out the list of the cool persuasive topics shared by the most successful students and their teachers around the world!

International Marketing Plan Report Essay Example | Topics and Well Written Essays - 3500 words

International Marketing Plan Report - Essay Example Iraq is a Muslim country located partially in the Middle East and the Persian Gulf region. Iraq is built on the remnants of the ancient Babylonian Empire. It has gone through various historical periods like being part of the Greek Empire under Alexander the Great and the Roman Empire. The area in present-day Iraq became part of the Ottoman Empire and this passed to the British after World War I. Iraq became more autonomous after World War II and finally got into the hands of Saddam Hussein after a coup detat in 1979. Under Saddam Hussein and his Baath party, Iraq became an ally to the West and it fought a war against Iran between 1980 and 1988. In 1991, after Iraq invaded Kuwait, the United States and other coalition forces entered Iraq and liberated Kuwait. In 2003, the US President, George W. Bush invaded Iraq and this led to a period of democracy, reforms and restructuring that exists today in the country. Iraq is bordered by Turkey, Iran, Jordan, Kuwait and Saudi Arabia. Its main land area is dominated by sandy deserts (Fontan, 2009). Iraq has two main rivers, one of them being the Euphrates which has fertile alluvial plains that have led to the creation of major cities throughout the country (Baskhin, 2011). The extended family is the basis of the Iraqi social system. It involves the grouping of different generations of the same family that is united through marriage (Every Culture, 2012). The nuclear family is defined by the extended family and there is a high degree of collectivism (Bashkin, 2011). Marriage in Iraq is seen as the joining of two families and this leads to strong connections to each other. Traditionally, the role of men and women are defined and fixed (Fontan, 2009). However, after the Iran-Iraq war where many men were recruited to fight in the battlefield, the nation included a liberal approach to women and their rights. Education is defined by the new

A restaurant chain Essay Example | Topics and Well Written Essays - 1500 words

A restaurant chain - Essay Example Another important source of its revenue includes profits earned from its operated restaurants. In the year 2011, the company was able to make a profit of 5.5 billion dollars, and this amounted to annual revenue of 27.5 billion dollars2. The primary business line of McDonalds includes cheeseburgers, milkshakes, desserts, soft drinks, French fries, cheeseburgers, etc. Recently, the business performance of McDonalds has been falling down, reporting a negative growth in its markets, and revenues. For example, in the year 2014, the business performance of McDonalds in Europe and America experienced a slow down3. In Europe, the company posted a negative drop of its financial performance by 1.4%. This is despite depicting a strong financial performance in its UK market. In United States, the company was able to post a drop of its sales by 1%. Another problem facing this company is its weak and inefficient customer service capability4. The company employees are not good at catering for the needs of its customers, and this has an impact in affect the loyalty of the customers towards the business organization. In any organization, employees of the company play an important role in determining whether the company will succeed or not. An efficient and friendly workforce would ensure that they are able to know and serve the needs of its customers, and this is the key to increasing the market share of an organization5. For purposes of improving its financial performance, the management of the company has to solve the above mentioned problems. There are two major methods that the company can use to solve the mentioned problems, and they include, improving its marketing strategy and its customer service capability. However, the company cannot develop an efficient marketing strategy, without having information on the strategies of their competitors, and the needs of its customers. This would therefore force the company to

Working with Children with Special Educational Needs

Working with Children with Special Educational Needs Alison Carr Children with Disabilities or Specific Requirements Today, mainstream schools educate numerous children with specific educational needs or disabilities. For some time it has been enshrined in our domestic law that children with such needs should not be discriminated against and have the right to be treated fairly. Every child has the right to an inclusive education. The Legal and Regulatory Requirements The United Nations Convention on the Rights of the Child applies to all children and sets out basic entitlements and rights for example; Article 12 – the views of the child should be taken into account. Along with The United Nations Convention on the Rights of Persons with a Disability, the Conventions also set out specific rights for disabled children underscoring promoting equality of treatment and more specifically, Article 24- Education requires that children with disabilities are entitled to be educated within an inclusive educational system, receive support accommodating individual requirements to facilitate an effective education and so to maximise academic and social development. Article 7 specifies that the best interests of the child must be a primary consideration and Article 9 requires that children with disabilities have equal access, without barriers, within a school to the physical environment including communication, information and technology. The various rights and entitlements under these conventions underpin our domestic legislation in the areas of special educational needs. The most recent legislation is the Children and Family Act 2014 (â€Å"the 2014 Act†) which places schools under a duty to make arrangements for supporting children with medical conditions and in meeting this duty schools must have regard to the statutory guidance – Supporting Pupils at School with Medical Conditions. Further to this there is additional provision in relation to children with a disability defined under The Equality Act 2010 †Ã¢â‚¬ ¦a physical and mental impairment that has a substantial long term and negative effect on your ability to do normal daily activities†. The relevant part of this Act is that schools must have reasonable adjustments in place to prevent children with disabilities being treated differently or at a disadvantage to other children. Further children with disabilities must not be victimised , harassed or discriminated against. The 2014 Act also introduces Education, Health and Care Plans. These plans have come into place in September 2014 and will make a statutory assessment of that child’s special educational needs then also communicating with the relevant health and social care teams to bring all the information together into one plan. The difference between a statement and an Education, Health and Care plan are overall family centred, gathering information from all services involved at the point of referral. The aim is to help improve outcomes and this will replace Statements of Special Educational Needs. Children who currently already have a statement will go through the transition process to achieve an Education, Health and Care Plan. Inclusive Practice It is our duty to children with disabilities and special educational needs who are placed in a mainstream educational setting to fulfil a positive developing experience in an inclusive practice. Where the Special Educational Needs Code of Practice (June 2014) focuses on inclusive practice, it states that the government in the United Kingdom have a commitment to inclusive education of disabled children and young people, progressively removing barriers to learning and the participation of pupils in mainstream education. For settings to succeed in achieving this, adults will need to work together closely as a team to ensure appropriate education and care for such children. It is important for children with a disability or special educational needs that they are given the same expectations to succeed as their peers. This will promote and develop social skills to enable positive confidence and transition into adulthood. Therefore leaders of educational settings must undertake the correct training and collaborate the right support aiming towards successfully including all children with disabilities and special educational needs in mainstream schools. Settings will need to take into account extra-curricular activities, school visits and trips. ‘It is through this inclusive ethos that all children feel secure and able to contribute and in this way stereotypical views are challenged and pupils can learn to view differences in others in a positive way.’ OFSTED Report 2003 Partnership with Parents and Other Professionals. The Children’s Act 2014 aims to ensure the welfare of the child is paramount having a greater emphasis on parental involvement. Subsequently the Children’s Act 2014 states each local authority is responsible in setting out a ‘local offer’ available to Early Years settings and schools for families to access easy-to-understand information with options available to help support children who are disabled or have special educational needs and their families who need additional help. This provision will include transport services and leisure facilities. If parents or carers cannot access the internet for any reason this must be available in another format. Inevitably the goal is to ask the child and their family what assistance they feel that they need and receive feedback on their ‘local offer’ so this can then improve even further. Within the ‘local offer’ parents and children will receive a greater choice and control over their support in their provisions and home life, this includes personal budgets. Parent forums set up in local areas are a great way for discussing contacts and communicating with other parents who may be in similar situations. Early Years professionals, Teachers along with the provisions Special Educational Needs Co-ordinator and in some cases any other professionals involved must take part in structured conversations with each child and their parents. Individual Pupil Profiles and Individual Educational Plans must be signed by all parties with participation and involvement in all areas of the profiles and plans. Parents can play a great if not essential role at all stages of their child’s education helping immensely in improving achievement. Parents can aid a learning community and help by positively engaging their child with staff and peers. Parents will then begin to understand the role they play in their child’s learning and development. There will undoubtedly be hurdles but with an excellent inclusive practice with a strong professional team in place, barriers will be resolved. These hurdles from parents contributing to and who are which supporting their child’s education may consist of a high level of educational aspirations for their child in which case settings need to ensure practical obstacles and professional attitudes are addressed alongside measures to support parents goals. Every local authority must guarantee that everyone is involved in discussions and any decisions which support provision and learning for the individual child. The ultimate result in an inclusive practice is for a best and positive outcome, making sure the child’s and family’s needs are met and for the child to prepare for adulthood. Existing Practice Every existing educational practice should have a designated teacher holding the role of Special Educational Needs Co-ordinator (SENco). This teacher should be trained in this area to be able to manage and support specific children and the staff team. It is vital that all teachers throughout the school and support staff have valuable training in all special educational needs areas. This training should be of a high quality and where necessary staff may have personalised training for each individual child to be able to achieve the best positive outcome for that child with their specific needs. Each practice should be concentrating on four areas of development: Communication and interaction Cognition and learning Social, Emotional and mental health difficulties Sensory and/or Physical These areas should then transfer into regular assessments for each individual child. ‘Once a potential special educational need is identified, schools should take action to remove barriers to learning and put effective special education provision in place. This SEN support should take the form of a four part cycle- assess, plan, do, review. This is known as the graduated approach’ SEND Code of Practice 2014 0-25yrs Chapter 6- Schools. All teachers educating a child with a disability or a special educational need should have termly meetings with the parents and the Special Educational Needs Co-ordinator to discuss their child’s individual educational plan making sure positive targets are being met for the child. Also a meeting with the child present at certain points throughout their academic year to discuss their Pupil Profile to make sure everything is up to date and that the child is happy in their learning. Ofsted will need to see evidence of individual pupil progress in every school from children with special educational needs. Clearly showing positive outcomes graduating into ongoing effective monitoring and finally evaluation of their special educational needs support. When adapting an educational practice for a visually impaired child considering the surrounding environment for that child will be main priority. Around the classroom setting staff need to consider lighting, colour/tone and contrast. When the individual child moves between rooms will a dark room going into a light room or light room going into dark room affect the child? Will signage around the room need to be adapted? Risk assessments will need to be carried out underlining the physical environment for example stairs, steps, fixtures and fittings. Most educational settings now have interactive white boards. Seating positions for individual children will need to be taken into account. In relation to adapting the setting, the position of the teacher’s chair is very important this should not be in front of an outside window as this will cause the teacher to become shadow like for the child. When the child is navigating around the environment edges need to be highlighted and activity areas need to be well defined. Movement around the setting needs to flow clearly and effectively. Staff need to be aware of how adapting the environment will affect other children. Personal, social and educational development issues can be shared during circle times with every child included in the setting. Learning tools such as braille books, Load 2 Learn reading books and treasure chests which focus on sensory learning will help support and encourage positive fun education. Some visually impaired children may suffer with behavioural issues, this may need extra staff support and training and will need to be regularly monitored. Other reservations in an educational setting to consider will be the child’s personal care, school assemblies, school trips, physical education lessons including sports day and hand over times both in the morning and after school pick up time. With all special educational needs children there needs to be a contingency plan in place, in regards to a visually impaired child for example this may involve their glasses getting accidentally broken. When staff are assessing each individual child’s progress they need to ensure the child has the correct resources for their target level making sure activities are not too easy or too challenging which may result in a barrier towards that child’s learning or participation. Conclusion In conclusion to this, inclusion is essential for each and every child under the special educational needs umbrella and we must adopted this ethos by working closely with parents to help support their child’s education and collaborating with all other professionals involved. Working together and having a flexible supportive team is the key to achieving an inclusive education for all children. Unfortunately in some cases lack of knowledge and training from early year’s practitioners and teachers is one of the main barriers to inclusion. The special educational needs umbrella has helped professionals understand that training and support for children with disabilities and special educational needs is vital for every individual child’s positive progress and to reach their full potential in an inclusive mainstream school. Finally underpinning the United Nations Convention Rights of the Child and the Children’s Act 2014 working with teaching strategies which are presently being used in mainstream schools can be adapted to assist pupils with disabilities and special educational needs therefore creating an inclusive practice throughout the school. Alison Carr [Type text] Working with Children with Special Educational Needs Working with Children with Special Educational Needs Joanne Boyden There are a number of regulations and requirements in place to protect children with special educational needs or disabilities. It was originally believed that children with needs should be sent to a special school and therefore choice for parents and children was very limited. However, with the implementation of laws and regulations this has very much changed, with children with needs attending mainstream schools of their parents’ and their choice wherever this is possible. The onus is very much on the setting being adapted for the child rather than the child being unable to fit in with the mainstream setting. The laws regarding children start with the Education Act 1970 which saw the transfer of the responsibility to educate children with special needs from the health service to the local authority. As a result of this special schools were built. Around this time the medical model of disability was frequently used. This model labelled the child as somehow having a fault. The focus was very much on what the child could not do rather than their skills and aptitudes. This model focused on the perceived need for segregation hence the need for separate special facilities. Opinion suggests this model puts a great deal of anxiety and stress upon the parents of the child and limits the choices and opportunities they can give the child. The Warnock report looked into SEN and from this report a number of suggestions were consequently made. Suggestions looked at how the child could access the curriculum and how to adapt the environment to meet the needs of the child thus enabling them to do this. The Education ACT 1981 took a lot of its claims from the Warnock report and gave power to the parents. It also outlined in detail the legal responsibilities of the LEA. The Education reform Act 1988 saw the introduction of the National Curriculum. This ensured consistency of teaching across schools. However this could still be adapted to meet the needs of children with SEN and Disabilities. The Children’s Act 1989 states that the needs and wishes of the child are paramount and should be considered when at all possible in all decision making processes. This again gives more power to children with SEN in where and how they are educated. The Education Act 1993 brought about the need for specific guidance on the identification of children with SEN. The SENCo was introduced and again gives more power to the parents and in a way gave them a voice through the SENco. The disability discrimination Act 1995 brought in such laws as it being illegal to discriminate against disabled people in relation to employment housing etc. It could be argued that the most important law of all regarding children with disabilities or specific requirements is the SEN code of practice 2001. This is the Act that gives the power to the child and their parents. Most importantly this act gave rise to the law that children with SEN have the right to a mainstream education. There was an immense focus on inclusive practise and the adaption of the environment to fit the child and not the other way around as previous. This act fully encompasses the social model of disability. This act gives upmost power to the parent to choose where their child is educated and how. The Act is embodied by seven key principles. The first is that the knowledge of parents should be taken into account in all decisions. They do after all know their own child and their individual needs better than anyone else. The second states that the focus should be on what the child can do not what they cannot. The third principle states that parent’s feelings and emotions should be supported. The fourth and again these are very much linked, states that parents should be fully involved with all decisions. The fifth principle states that parents know what is best for their child. The sixth principle shows that parents may also suffer disability and this should be supported and understood. Finally the seventh principle, states that meetings should be arranged in good time and at times suitable for the parents. Parents may have other siblings to look after or they may be juggling employment and childcare. They cannot always be there for a meeting at a time suitable for the set ting. This should be considered when all meetings are being set. The act fully highlights the need for positive and close relationships with parents aswell as empowerment for the child. The act states the importance of early identification and close monitoring of all intervention and support through the use of documents such as IEP’s. The act also give guidance on the levels of support through school action and school action plus and indicates who is responsible and at what levels of the support process. In summary there are a number of regulations and laws that support children and their families with SEN and disability all of which should be carefully adhered to when working with the children and their family. The outcome if the laws are followed correctly should be a happy fulfilled child reaching their full potential with happy parents. This would abide by the principle of every child matters ensuring that all children whatever their needs are given support to fulfil their goals. It is extremely important to work inclusively with children with disabilities or specific requirements. Firstly this would adhere to the SEN code of conduct which explores the need to work inclusively. Inclusions involves â€Å"looking for ways of helping children to join in who would tradtionally be excluded from settings or activities† pg 312 Children’s care learning and development. It can also be described as â€Å"a process of identifying, understanding and breaking down barriers to participation and belonging† pg 312 as above. It is important to note that it is the environment that should be adapted rather than trying to fit the child to the environment. This may mean things such as having activities laid out on table tops rather than on the floor, giving extra time for dressing for PE etc. The areas that need to be addressed depend very much on the need of the child. No matter what that need the child has the same rights to be given the same opportunities as a child without needs. In fact most children have needs in some areas and working under every child matters, environments and opportunities should be differentiated for all children so that all can reach their full potential. One example of inclusion would be a child who has a physical need. Rather than simply saying they cannot participate in PE, they may need extra time to dress/undress. It is important to allow the child to do as much for themselves as they possibly can. If they require help they should be asked if they want help first. Also the ac tivity itself should be looked at. If it is a ball game can it be adapted to include the child. A child that is not allowed to participate fully as the others can soon become frustrated and segragated from their fellow pupils. This would be following the medical model rather than fully embracing the social model of disability. Allowing children with needs to fully participate also teaches the other children a valuable lesson of acceptance of difference and tolerance. It aids to promote acceptance in the school community as a whole. Often when looking at inclusion it can be the views and attitudes of the adults that can be the actual barrier to inclusion. The child involved may be capable of far more than the adult believes if they were given the chance to do so. It is important wherever possible to include the child in whatever the class is involved in rather than taking them away for specific individual work. Before long a well meaning adult can take the child away from many activi ties they are fully capable of taking away their right to inclusion in that task. The relationship between parent and setting cannot be underestimated. At the end of the day parents are the ones who know the child best and are therefore in the best position to say what is best for the child. They are the experts on their own child regardless of their need or disability. They can provide insight into how the child behaves at home and also if there have been any changes in the child they can often provide answers as to why this may be. The relationship between setting and parent can often be difficult and views can vary significantly as to what is best for the child. However the relationship should be one of compromise and trust. Again working closely with parents and involving them in all decision making processes is key and in fact necessary to adhere to the SEN code of conduct. It is not always an easy relationship to maintain in a positive way but it is crucial to do this. Parents may be upset and angry and may not wish their child to be labelled. In some circumstances they may deny that their child has any needs and wish them to be treated in exactly the same way as the other children when this may not always be suitable or possible. Parents may suffer disabilities themselves and this must be taken into consideration when working closely with parents. Not only is the relationship with parents key to providing the best environment for the child but also good clear relationships with other professionals is key. This may take the form of speech and language experts, educational psychologists, health workers, social workers. It is imperative that this relationship is both clear and a two way relationship for the benefit of the child. In many instance the setting may simply not have the expertise as to what is best for the child and the professionals eg speech and language can offer valuable resource and knowledge. Practitioners must wherever possible strive to adapt their environment to meet the needs of the child with disabilities. This does very much depend upon what those specific needs are. For example if the child has a visual impairment care must be taken to remove any tripping hazards. Also if changes to the environment are made the child should be made aware of them. Specific instruction should be given if for example the room has to be evacuated quickly does the child knows the procedure to follow? Any areas that the child has to frequent regularly should be easily assessable to the child for example their coat peg should be at the end of the row, their lunch box easy to access. The other children within the class should be taught to be aware of the room, chairs should be tucked in, toys should be removed from the floor. When considering the child’s needs for example with reading the work do paper actvitities need to be enlarged/ coloured in a specific way? Depending on the sev erity of the need can books be made available in Braille, can audio books be used? The toys and games of the classroom should be looked at, is there a requirement for electronic speaking toys. Any items used should be made part of the normal day for all children where possible to avoid any kind of segregation. The teacher should be aware to verbalise any key activities such as playtimes, lunchtimes etc. All the children in the class should be encouraged to use some of the aids to promote empathy and regard within the class and also to normalise any intervention material. For example visual aids could be used by all the children in certain lessons. Any equipment needed to support the child should be purchased and this is where it may be beneficial to apply the expertise of the experts. For example a practioners initial reaction may be to say the child should be given alternative activities during PE sessions. However this may not need to be the case as with appropriate equipment such as balls that make a noise, they could fully participate along with their peers. Often it is the views and beliefs of the people involved in the teaching of the child that have to be changed and certainly not the child themselves. With a little creativity most daily activities can be adapted and differentiated to meet the varying and sometimes challenging needs of children. Therefore to conclude, there are many acts that govern how children with needs are educated and with careful consideration of both parents and the child these can be successfully followed. Through inclusive practice and good communication the needs of the child and wishes of the parent can be successfully met. References: Burnham Louise, (2008), The Teaching Assistants Handbook, Essex, Heinemann. Beith Kate (2008), Children’s care learning and Development, Essex, Heinemann. Special Educational Needs code of Practise:, http://webarchive.nationalarchives.gov.uk/ Convention on the rights of persons with disabilities: http://www.un.org/disabilities/convention/conventionfull.shtml Working with Children with Special Educational Needs Working with Children with Special Educational Needs The Legal and Regulatory requirements that are in place for children with disabilities. Legal and regulatory requirements are in place to help children with disabilities or special educational needs against discrimination. The specific laws and regulations in place are; The Equality Act (2010), Special Educational Needs and Disability Code of Practice (SEND)(2014), The United Nations Convention on the rights of the child (UNCRC) and The united Nations Convention on the rights of Persons with Disabilities. The main principle of the Equality Act (2010) is to ensure children with disabilities or special educational needs have access to public settings and services. Therefore reasonable adjustments must be made to enable this to happen such as changes in the environment. The SEND code of practice (2014) promotes the value of an individuals needs. The main principle being the child has their needs met as well as having access to the core provision available to their peers. Children with (SEND) should be given full access to education in an appropriate delivered curriculum, to enable them to reach their full potential. The United Nations Convention on The Rights of persons with Disabilities ensures disabled people enjoy human rights as a non-disabled person would. The code of practice states that parents must be included in any decisions or support given to a child and where appropriate the child’s views should be sought. It outlines measures that can be taken to reduce barriers and promote the rights of disabled children so these children can participate equally with other children. They ensure the child’s best interests are in consideration and they are given chance to express their own views and opinions. The United Nations Convention on the Rights of the Child (UNCRC) is a generic document that gives children rights regardless of their individual needs and circumstances. It highlights the importance of the voice of the child, their individual needs, adapting the environment so they can learn, play and rest and to give them the rights to all of the 54 articles. Why it is important to work inclusively with children with disabilities. It is important that practitioners work inclusively with children with special educational needs or disabilities so these children are given the same amount of opportunities as children without special educational needs or disabilities. They have the right to be educated in mainstream schools with other children. It is statutory that all children’s needs are recognized and met. All children are individuals and unique therefore they will have specific strengths and weaknesses. Practitioners have the responsibility to provide a non-discriminated environment, and to accommodate all children’s strengths and weaknesses, which will be facilitated in the curriculum and planning through differentiation. A child with special educational needs, or a disability, needs to feel welcome in a setting and to feel at ease and not to feel different to others. It’s important to make the child feel confident. This can be achieved by promoting a child’s self esteem by including them with decisions regarding their interests and by allowing children to try new things and to encourage them to try again using lots of praise. Practitioners are responsible to plan and set up activities based on the child’s interests and hobbies in order to make the child feel at ease and confident. Children with individual needs may require activities or environments to be adapted to meet their needs. Therefore practitioners need to plan with consideration and knowledge of all the child’s specific needs. Activities which may be too difficult or too simple should be adapted to meet the child’s level of understanding or be age related to meet their needs. However it is still important that these children are still challenged and stretched to reach their full potential. Practitioners and senco can work together to create individual educational plans (I.E.P). Individual educational plans are not required within the SEND but practitioners must make record of the provisions put in place. It is important to have in place specific resources to meet their needs to be able to complete activities. The child should never be made to feel inadequate or unable to access activities set, as this would impact and effect their self esteem. A child with a disability should be able to have access in all areas of their setting. Adaptations should be made, for example, ramps at entrances, ground floor classroom use and furniture layout changed to give access. The benefits of working in partnership with parents and other professionals. Working in partnership with the parents/carers of a child with special educational needs or disabilities is very important and is good practice. Most parents/carer’s know their child best. Unless in situations where the parent has a disability themselves. The parents/carer’s also have the most understanding and experiences of the child. The parents/carers can give professionals information that is important to give the child the support they need. The parents need to feel supported and comfortable to discuss their childs needs. The parents/carer’s feelings need to be taken into account as they may find it emotional or stressfull to talk about their childs additional needs. The parents of a child with additional needs may also have some additional needs, they may find talking about their child’s needs difficult to understand and may need support with this. Therefore it is important for practitioners to be aware of this point and provide these parents with h ome support such as Action for Children to explain certain terminology that they will understand. The parents/carer’s views and contributions help professionals to work more effectively to meet the childs needs. Parents/carer’s need to be given as much knowledge as possible about their child’s entitlements within the SEND framework. They should be given time and support to understand and complete any documentation or procedures. This will ensure an effective two way communication process and will deliver a robust support package for the child. Everyone involved should clearly understand the aims and goals for the child. Behavior and progress needs to be reported to parents so they feel included. Parents may need support with their child’s well-being and behavior at home so settings should offer them family learning sessions that may be available. A good relationship with parents is vital so they can work closely with professionals for the best of the chil d and their needs. A child may be experiencing a good or challenging day and so effective communication in sharing this information will be of great benefit to the child and practitioner knowing what best support to deliver that day. The working partnership between other professionals and the school/setting and the parents/carers is important so everyone can have a good understanding of the childs needs and the best ways to give them what they need. For example speech and language therapists may set activities and work for practitioners and parents to carry out to help the child. This is the same for physio therapists, health visitor, peadiatricians and social workers. They play important roles for the child. Multi agency work is so vital. All professionals working with a child and the family must understand and be fully aware of each others roles, goals and strategies. A childs education, health, development and well-being are interlinked and impact on each other. Regular reviews a mongst multi agencies must take place in a timely manner to ensure all those are made accountable for their input, to discuss any improvements or deterioration in a child’s development and to move the child on further. Children with disabilities are vulnerable and all those working with them must ensure they are kept safe from harm, neglect and abuse. Regular reviews and close working together will highlight any signs of potential concern and early strategies can be put into place to ensue the best for the child. Describe how practitioners can adapt their existing practice to support children with disabilities. Practitioners must be aware of their legal duties underlined in legislation, understand how their role fits into this and to carry this out on a daily basis. Practitioners must make others aware of their duties to include children with disabilities and challenge and negative remarks or practice. Resources must be readily available to adapt activities for individual children. Children’s interests, ability and safety must be met when planning their education. A child should be willing and eager to participate in an exciting and appropriate activity to best support their learning and achievements. Resources must be easily accessable to the child to promote their independence and self esteem that they can do things for them selves and can achieve. A range of real resources should be available to choose. Practitioners must be aware if a child has difficulties in making choices and being independent. If so a visual timetable and providing two choices will be of better support. A child with sensory difficulties may find it difficult in a large classroom and may benefit from a smaller and quieter environment. Health and safety must be a priority so a child cannot injure themselves or others when moving around the classroom. Here it is important that the layout of a room, stor age of resources and their location is kept the same so a child can learn where things belong. Children experiencing emotional and behavioural difficulties will require a sensitive adult and an environment that allows them to express their feelings be it positive or negative and still feel valued. A child may need support during crisis and therefore an area to go that is safe from causing themselves or other harm. They may need support in choosing an activity, visual aids such as photographs at activities or holding up real objects may be useful. It is essential that records are kept and observations are recorded of additional support and activities that are put in place as extra help for children with disabilities. This can be in the form of an Individual Educational Plan, which details specific targets and timescales for professionals to work on with a child. Plans of how professionals are going to achieve those targets e.g. what resources will be used, what activities, who will be involved, for how long and how often and notes on how it went and observations on a child accessing and using the resources and their learning and development all should be recorded as evidence and used as support in moving the child on further. A successful record keeping system needs to be established in settings that works for them and the individual child and that parents and other professionals can add to regularly; such as half termly and can understand.