Discuss Some of the Arguments Made Against Globalization...

Globalization is the interaction of world economies to become one big economy, for the sole purpose of enhancing free trade, growth and efficiency and employment. It emphasizes the neo-liberal economic policies – commonly referred to as the ‘Washington Consensus’ – of free trade, financial and capital market liberalization, deregulation and privatization (Juhasz, pg 408). The supporters of globalization argue that it is essential to an individual’s advancement and economic progress, and constantly reiterate that an integrated market economy will bring prosperity worldwide. Whereas, critics of globalization believe that without a proper framework and policies, the consequence of globalization will have a great impact on world politics,†¦show more content†¦These restrictions also show the double standards of globalization policies. If restrictive polices had been fairly exercised, Japan and US would not have industrialized to such great exten t by importing technology. However, at present the transfer of technological process would be barred under WTO’s Trade Related Investment Measures (TRIMS). But in the past, if New England had not barred cheaper British textiles by imposing very high tariffs – just as Britain had done to India – the United States might have been left out of the industrial revolution altogether (Juhasz, pg 419). Additionally, the renowned Asian financial crisis occurred when the countries allowed unrestricted capital flows and opened their markets to IMF. Before the crisis they used closed market policies to protect domestic entrepreneurs and develop support industries, while importing technology. As a consequence of these flawed policies, developed nations have open access to resources of developing nations, discouraging economic prosperity and efficiency whilst increasing income inequality. While free trade is always better than trade restrictions and distortions, it can exacerbate existing asymmetries between rich and poor nations and therefore result into poverty and inequality (Marks et al., pg 617). The systems in place to ensure free and fair trade do not alwaysShow MoreRelatedInternational Business Multiple Chioce9858 Words   |  40 Pages(Daniels/Radebaugh/Sullivan) Chapter 1 Globalization and International Business 1) The broadening set of interdependent relationships among people from different parts of the world is known as ________. A) globalization B) offshoring C) franchising D) outsourcing Answer: A Diff: 1 Page Ref: 5 Skill: Concept Objective: STUDY QUESTION 1.1: What are international business and globalization? What is the relationship between them? AACSB: Multicultural and Diversity 2) The term globalization is sometimes used to meanRead MoreAirborne Express 714476 Words   |  58 PagesKunnikar Ngandee Chapter 1 : Globalization Talk it Over 1. Today, international business people must think globally about production and sales opportunities. Many global managers will eventually find themselves living and working in cultures altogether different from their own. Many entrepreneurs will find themselves booking flights to places they had never heard of. What do you think companies can do now to prepare their managers for these new markets? What can entrepreneurs and small businessesRead MoreChapter 1 ....Introduction to Organizational Behavior8028 Words   |  33 PagesBehavior After reading this chapter, you should be able to †¢ Deï ¬ ne organizational behavior and give three reasons for studying this subject. †¢ Discuss the potential beneï ¬ ts and challenges of an increasingly diverse workforce. Google has leveraged the power of organizational behavior to attract talented employees who want to make a difference in the Internet world. †¢ Identify two ways that employers attempt to increase workforce ï ¬â€šexibility. †¢ Explain why values have gained importance in Read MoreGlobal Marketing and RD7626 Words   |  31 PagesGlobal Marketing and R D Chapter Outline OPENING CASE: Dove – Building a Global Brand INTRODUCTION THE GLOBALIZATION OF MARKETS AND BRANDS MARKET SEGMENTATION Management Focus: Marketing to Black Brazil PRODUCT ATTRIBUTES Cultural Differences Economic Development Product and Technical Standards DISTRIBUTION STRATEGY Differences between Countries Choosing a Distribution Strategy COMMUNICATION STRATEGY Barriers to InternationalRead MoreManaging Strategy6237 Words   |  25 Pagespurchases it? 2. 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I Identify the conditions that require and problems with emotional labour. I Outline the four components of emotional intelligence. I Summarize the effects of job dissatisfaction in terms of the exit-voice-loyalty-neglectRead MoreModernization of Ntuc Income Case Study14054 Words   |  57 PagesC H A P T E R 4 Workplace Emotions and Attitudes Learning Objectives AFTER READING THIS CHAPTER , YOU SHOULD BE ABLE TO : I Deï ¬ ne emotions and identify the two dimensions around which emotions are organized. I Diagram the model of emotions, attitudes, and behaviour. I Identify the conditions that require and problems with emotional labour. I Outline the four components of emotional intelligence. I Summarize the effects of job dissatisfaction in terms of the exit-voice-loyalty-neglect modelRead MoreThe Balanced Scorecard: Structure and Use in Canadian26060 Words   |  105 PagesPartial Fulfillment of the Requirements for the Degree of Master of Science in the Department of Accounting University of Saskatchewan Saskatoon Marvin J. Soderberg Copyright Marvin Soderberg April 2006. All Rights Reserved. Use shall not be made of the material contained herein without proper acknowledgement, as indicated on the following page.  PERMISSION TO COPY The author has agreed that the Library, University of Saskatchewan, may make this thesis freely available for inspection

Ground Combat Vehicle Essay Example

Essays on Ground Combat Vehicle Essay The paper "Ground Combat Vehicle" is a wonderful example of an essay on the military. The ground combat vehicle is the focal point of the army’s next-generation fighting vehicle. The emphasis in the immediate term is on the improvement and the policy of the army’s next cohort infantry fighting vehicle. The vehicle team is a dissimilar and highly qualifies combination of engineering proficient and brilliant achievement working together to advance and distribute the vehicles which blocs force fortification, full variety operations, capacity and affordability to form a world typical for infantry fighting vehicles.The ground combat vehicle is expected to reduce risks and uphold a reasonably priced program (Kelly, 2006). The pronouncement made by the defense department spreads the present technology development stage of the platform by six months to let the industry to have more time to refine the vehicle design; In April 2009, the secretary of the defense forces Robert Gate s announced he anticipated to significantly restructure the army’s future combat systems. The project was a multibillion-dollar program that had been underway since 2000 and was at the heart of the army’s transformation efforts (Lardner, 2010). The achievement and progress platform contained eighteen managed and unmanned systems tight together by a widespread information link and communication.Among another thing, the secretary recommended canceling all the manned ground vehicles component of the future combat systems, was planned to field eight distinct tracked combat vehicle variants built on a common chassis that would eventually replace the combat vehicles. As part of this reformation, the army was absorbed to progress a ground vehicle which would be applicable across the whole range of army actions and would incorporate combat lessons well-read in Afghanistan and Iraq.The ground combat vehicle modernization focused on swiftly developing a new technologically adapt able approach. The approach, termed the increment developmental approach, features a segmental design intended to accommodate the growth of vehicles in weight, size, cooling requirements and new versions of the ground combat vehicle with little or no modification. Since the milestone was approved, the Armed forces have enthusiastically refined the requirements of the vehicle to provide the industry with a maximum assortment of suppleness in developing vehicle strategies while pressuring cost and technical risks.In order to avoid criticism of the events outdoing relevancy and decades-long acquisition programs, the army stipulated the first ground combat vehicles would be delivered seven years were initiated (Kelly, 2006). While the decision was relatively well-received, in order to receive the ambitious timeline, modifications to the traditional process were acquired. On the other hand, the army defends its use of cost-plus contracts during the technology phase as it permitted for mo re innovation and risk-taking.The army earlier approach called for opposition amongst vendors during this phase of the ground combat vehicle program. Quoting projected fiscal pressures, the department verdict to review the development guarantees an affordable program which meets the army serious needs for an original infantry combat vehicle.

Night Creature Dark Moon Chapter Eight Free Essays

string(42) " pulled by the moon, tempted by the pack\." Okay, so it was him. â€Å"I could have done without that particular trip down memory lane,† I murmured. â€Å"You asked me to tell you a secret, which only we would know. We will write a custom essay sample on Night Creature: Dark Moon Chapter Eight or any similar topic only for you Order Now † I’d meant something more along these lines: On my sixteenth birthday he’d taken me to Paris. He’d dumped me on a colleague – who’d shown me the city, the museums, the sights – then gone off to kill someone. But he had taken me there. However, Edward was right. Anyone could discover that information if they took the trouble to look. No one could know that the man who had â€Å"raised† me was also the man who had made me an orphan. I couldn’t blame him; my mother had been a werewolf at the time. â€Å"Elise!† How long had Edward been calling my name? I wasn’t sure. I’d drifted too far down the unpleasant road to my past. â€Å"Sir?† â€Å"You must come to Wisconsin. There is trouble in a place called Fairhaven.† That much I knew. Edward wouldn’t be there, along with several other agents, if there wasn’t. I assumed the issue was werewolves, since those were Jessie’s specialty. I also assumed some type of Native American mysticism since Will was there, too. Although you couldn’t have Jessie without Will and vice versa. They’d been inseparable since they met. â€Å"The usual kind?† I asked, which was shorthand for any mysterious increase in the wolf population, wild animal attacks, or sudden, random, and inexplicable bloody death. â€Å"Perhaps. Join me, Elise, and we will sort everything out.† I found it odd, sad, and just a bit rude that horrible things were happening in a town by the name of Fairhaven. But I had more important concerns on my mind. How was I going to tell Edward there was someone after me? Someone who knew they needed a silver bullet to do any kind of damage. â€Å"There’s a slight problem – â€Å" I broke off as Nic stepped through the door. My time had run out. â€Å"Do you have my research with you?† I asked instead. That question was innocent enough. â€Å"Not with me. But it is safe.† Edward sighed. â€Å"Everything is gone?† â€Å"Yes.† â€Å"Your serum?† â€Å"Dust.† â€Å"Then you’d do well to hurry.† The line went dead without a good-bye. Why should tonight be different than any one of a thousand others? He hadn’t asked if I was all right. Of course, I was as hard to kill as most of the things he hunted. Another of the reasons Edward kept me around. Still, it would have been nice, just once, if he’d asked. â€Å"Everything okay?† Nic seemed better. Less pale, and he no longer wobbled. I still wasn’t going to let him drive. â€Å"Everything’s fine.† Or as fine as it was going to get. I bought some snacks – beef jerky, my favorite, sodas, juice, coffee – and gave Nic the bill. After thanking the attendant, we went outside and contemplated Nic’s brand-new car. Or new to him anyway. The vehicle had to be at least thirty years old and resembled a tank. The Plymouth Grand Fury, once the car of police forces everywhere, had been retired in favor of the Crown Victoria and various SUVs. When that happened, the fleet of Furys had been sold at auctions across the country. We’d obviously been gifted with the results. I climbed behind the wheel and Nic let me, which telegraphed his thundering headache more clearly than the three aspirin he doused with a cola chaser as soon as his butt hit the passenger seat. I started the car and headed east. One minute Nic was staring at the dark expanse of highway that seemed to appear magically in front of our headlights, the next he was asleep. Though I’d have to wake him periodically in case of a concussion, still I uttered a sigh of relief. I was too tired to field any more questions right now. I kept my eyes on both the tree line and the road. Every movement, every shadow made me start. Who knew what was out there? Maybe nothing, maybe everything. Although I felt as if I were navigating the Starship Enterprise from behind the long, shiny, navy blue hood that seemed to stretch forward into infinity, the engine in a Fury could outrun even a werewolf. The knowledge soothed me somewhat, though not as much as having a few thousand silver bullets would have. In the close confines of the car I could smell Nic’s skin, feel his heat, hear him breathing. My body responded in a predictable manner. I insisted I was better than the animal that lived inside of me, but tonight I had my doubts. In most cases, the lycanthropy virus destroys a person’s humanity. They might appear normal in the daylight, but inside there was a demon panting to get out. And with that demon whispering, a lot of bad things happened. A werewolf in human form is the most selfish being in existence. In the modern world, the behavior has been been written off as aggression, drive, ambition, which makes a werewolf pretty hard to spot in the sun. Sadly, there isn’t a tail or fangs or pointy ears to mark them as one of the bitten. Sure they’re evil, but so are a lot of people. I’ve always been of the opinion that there are a helluva lot more werewolf lawyers than werewolf pediatricians, but I’ve never had the time to prove it. One way to know for certain: Shoot a person with silver. If they explode, werewolf. If not†¦ oops. All I can say is, don’t try this at home. You can get in a whole lot of trouble if you’re wrong. Homicide detectives don’t often swallow the excuse â€Å"I thought he was a werewolf.† Such technicalities have never stopped Edward. Lucky for him he’s a law unto himself. A howl rose in the distance, long and mournful. The sound called to me, and I wasn’t sure why. I’d never been pulled by the moon, tempted by the pack. You read "Night Creature: Dark Moon Chapter Eight" in category "Essay examples" Once a month, I shifted beneath the silver sheen. Though I loathed becoming what I was, I had little choice when the moon was at its apex. But I never enjoyed that night. I merely endured. Tonight had been different. I recalled the painless change, the rush of energy, the power. To experience that again was more tempting than it should be. What if I stopped the car, got out, got furry and ran with the others? We’d hunt as one, together we’d kill. I’d no longer be a lone wolf, scorned by both humans and lycanthropes. I’d have friends. A family. Maybe even a lover. Absently I fingered the talisman in my pocket. My ringers warmed; my skin hummed. I heard whispering, but I couldn’t make out the words. I didn’t recognize the voice. Male or female? Real or imagined? Heat radiated from my fingers to my wrist. Curious, I glanced down and choked. My hand had sprouted fur, my nails become claws, and I hadn’t felt anything but warm. I stopped touching the talisman and recited the table of elements in my head. When I looked again, my hand was just a hand. Had the change actually happened? I’d never heard of such an occurrence. We became wolves, completely, when we shifted. We were not able to pick and choose what part of us turned furry. I should try again, but I was afraid. If I was turning into something other than what I’d always been, my days were numbered. Edward would have no qualms about killing me and neither would any of the others. Though there’d been times when death was more appealing than life, now wasn’t one of them. I let my gaze drift over the still-sleeping man at my side. Foolish as the idea was, I wanted to be with Nic for as long as I could. I drove on, tense and alert, slurping coffee as if it were water and waiting for the sun to explode over the horizon – or a werewolf army to explode from the trees. Thankfully, I didn’t have long to wait before the first one happened. The sun was as reliable as the moon. With daylight came a sense of security. At dawn werewolves shifted back into human form. If any had been following us, they’d find themselves a long way from home without clothes or a car. Nic mumbled and stretched. I’d woken him every few hours during the night, asked his name, his age, my name. Each time he’d answered correctly, then gone back to sleep. He didn’t have a concussion as far as I could tell. His hair was as rumpled as a set of tangled sheets, his eyes were heavy. I imagined touching his taut chest, tasting his smooth back, rubbing my cheek against his, then wrapping my legs around his waist and – THE TALISMAN SHIMMIED and muttered. I slapped a hand over my pocket. â€Å"Quit that!† Nic, who’d been staring at my chest, no doubt outlined in pornographic detail by the thin T-shirt I’d purchased at the gas station, jerked his eyes to mine. â€Å"Sorry,† he muttered. â€Å"I can’t seem to stop myself.† My fingers began to tingle, and I glanced at them, still resting on top of the talisman. Were my nails growing longer even as I watched? Impossible. The sun was up. Nevertheless, I jerked my hand from the icon, and wrapped it around the steering wheel. I was â€Å"oh, so tempted† to throw the white wolf totem over the nearest bridge, but I didn’t dare. I might need it. I had to get to Edward, to Will Cadotte, to someone who could help me – and quick. I glanced at Nic. â€Å"You ready to drive?† I asked. He rubbed a hand over his face. â€Å"Sure.† We continued throughout the day in alternating four-hour shifts behind the wheel. Drive-thru and Gas ‘n’ Go were our friends. Bad roads, winding detours, and shitty weather were our enemies. As we neared the Wisconsin border, darkness threat-ened. Trees lined the road, so thick I could barely see beyond them, so numerous they seemed to stretch into infinity – or at least to Canada. Shadows lurked behind every trunk. One minute taking the form of a wolf, the next a human, then something in between. â€Å"Where to?† Nic asked. I’d been working out the directions as we went, poring over an interstate map since I hadn’t had the opportunity, or the hardware, to MapQuest the best route to Fairhaven. The closer we got to my boss, the more nervous I became. In my head I knew I couldn’t have left Nic behind, but in my heart I was worried. Dominic Franklin had government agent written all over him. Edward might have been one himself, once upon a time, but he no longer had any use for them. And what he didn’t have any use for, he often got rid of. â€Å"There’s something I should tell you,† I began. â€Å"My boss can be†¦Ã¢â‚¬  â€Å"Eccentric?† â€Å"More like dangerous.† Nic’s eyes shifted to mine, then back to the road. â€Å"From what I’ve been able to uncover, Edward Mandenauer is eighty-something years old.† â€Å"He can still point a gun.† Better than anyone I knew, and he was never afraid to use it. â€Å"He’s going to shoot me if I ask a few questions?† â€Å"It’s happened before.† A second glance was filled with both disbelief and a certain wariness. Nic didn’t believe what I was saying, but he was having a hard time disbelieving the conviction in my voice. â€Å"Why are you so afraid of him?† Nic murmured. â€Å"Because I’m smarter than I look?† I threw his words back at him and was rewarded with a grimace. â€Å"I shouldn’t have said that.† â€Å"You were angry.† â€Å"I still am.† The car stopped. We were at the end of the road – literally. A sign pointed left to Fairhaven, right to Wausau. Nic lifted his brows and waited. With a sigh, I jerked my thumb to the left. We rolled into town well after midnight. The place was silent and still. Not a light flared, even on the street. I hadn’t been in too many small towns. Boarding schools were usually located near large cities, making it easier for parents to fly in for a visit, then out just as quickly. The few vacations I’d had were to the previously noted Paris, another to Berlin, then London and Moscow. Edward always mixed business with pleasure, and for the most part, werewolves gravitated to large metropolitan areas where it was easier to hide the amount of killing they did. Only in the past few years had they started hanging around scarcely populated areas, becoming bolder through sheer numbers and the use of magic. My experience with small towns had been restricted to two: Clear Lake, Montana, and Crow Valley, Wisconsin, where I’d been called about a month ago to test my new antidote on a just-bitten Jger-Sucher. Fairhaven was enough like Crow Valley to be a clone: a single main street, a few side roads, dark alleys, no streetlights, the woods coming to within a hundred yards of the town. Werewolf heaven. Nic parked in front of what appeared to be a bar. But what kind of bar was closed at midnight in a state where the largest town was nicknamed Brew City? Perhaps one that was scared to death of things that went bump, or woof, in the night? The headlights threw garish yellow streams across the sign on the front of the building. Murphy’s, open every day until tomorrow. Sounded like a bar to me. â€Å"Where’s Mandenauer?† Nic asked. â€Å"No idea.† â€Å"You have to trust me sometime,† he said quietly. â€Å"I do?† Nic’s fingers curled around the steering wheel, as his lips thinned. Why did I insist on baiting him? Because if he was angry at me, he wasn’t kissing me. I was afraid of what I might do, or say, or admit, if he touched me again. â€Å"I really don’t know where Edward is,† I blurted. â€Å"He neglected to share a forwarding address beyond Fairhaven – unincorporated.† â€Å"Oh.† Nic took a deep breath and let it out. â€Å"Now what?† â€Å"I’m not sure.† My eyes wandered over the seemingly deserted town, the chilly, shadowed forest. â€Å"But if I know Edward, he won’t be hard to find.† How to cite Night Creature: Dark Moon Chapter Eight, Essay examples

Corporate Strategic Information Business System

Question: Discuss about the Corporate Strategic Information Business System. Answer: Introduction The current study critically analyses the strategic information system that are essentially designed in response to different corporate initiative. The current study focuses on the strategic information system and the advanced technologies that aims at providing competitive advantage to the corporation. The first section of the report emphasizes on the case of Disk4U that sells different products as well as services intends to revamp the business operations by implementation of advanced technologies. In addition to this, the second section sheds light on the business case of Sungate Foods that markets rice as well as wild rice. The corporation Sungate Foods aims to improve the operations by exploring and implementing different enhanced information system within a specified budget. The present report analyses different ways of enhancing systems of business operations of both the clients Disk4U and the Sungate Foods by recommending ways of implementation of advanced technologies and pr ogressive information system related to enterprise resource planning. Summary of the case study As mentioned in the case study, Disk4U is necessarily a Sydney based corporation that markets products such as CDs as well as Vinyl Records. Presently, the company is marketing its products to the customers by means of physical stores, through mails as well as telephone orders. In addition to this, a new online platform for distribution of the products has been presented by utilizing the means of Ebay. However, this process of business expansion has made it obligatory to enhance the overall manual procedure of accounting as well as business reporting. As an accounting as well as business systems consultant, Disk4U can implement advanced technologies to enhance the functions of the business. The present report. Business process management (BPM) According to the case study, the corporation Disk4U intends to carry on business and market its products by means of both physical along with online channels. Accordingly, it can be said that the management of the corporation intends to enhance the overall process of operations as well as functionalities of the business by means of improvement of existent technology (Galliers and Leidner 2014). As mentioned in the case study, the analysis and periodic evaluation of the pecuniary aspects together with the business reports preparation of the business concern Disk4U can assist in detection of the diverse challenges encountered by the corporation. In this case, the business process management (BPM) can be taken into consideration for the purpose of different enterprise resource planning (ERP) applications (Shapiro and Varian 2013). The ERP applications is a business processes management software that helps in the process of resolving diverse inherent challenges by transformation of different static and simultaneously user-driven ERP applications (Said et al. 2014). Again, the business process management system have the potential to mechanize virtually different types of business processes. However, business processes for the business concern Disk4U can integrate credit control procedures, provisions of diverse significant performance indicators (Leon 2014). In addition to this, the business processes also need to monitor and report on diverse levels of stock, financial declarations, supplier quotation pronouncements in addition to sales declarations (Bansal 2013). Thus, the management of the business concern Disk4U can contemplate refurbishing otherwise harmonizing the entire procedures of business prior to the process of establishment of the ERP operation in a bid to avert contagion of the overall ERP system having poor procedures in addition to data (Tarhini et al. 2015). Besides this, the management of the corporation can consider revisiting the entire system for streamlining and boosting different functionalities. Again, the procedures needs to be relocated and fundamentally constructed the enterprise resource planning system (SRP system) (Hoch and Dulebohn 2013). Therefore, the execution of the business process management can lead to the enhancement of the overall performance of the corporation by stressing on optimization, buildin g the design, modelling, execution as well as tracking (Bernroider and Mitlohner 2015). In order to implement technologically advanced business processes for improvement of overall operations of the firm, management of the corporation can consider enterprise applications (Ha and Ahn 2014). The process of implementation of ERP software is a type of enterprise application (Zeng and Skibniewski 2013). This software can be utilized by the firm and this in turn have the need for customizing, evaluating data and handling upgrades and placement (Antero 2015). Particularly, the management of the corporation Disk4U can consider following the current trends and implementation of ERP software such as the mobile ERP, Cloud ERP, Social ERP as well as two-tier ERP (Falkenberg et al. 2016). The establishment of the Mobile ERP can help the members of the staff of a corporation in accessing real-time information, irrespective of where the staff members are. Again, the management can also introduce the cloud ERP for placing data cloud (Arvidsson et al. 2014). Again, the management of the organization Disk4U can consider introduction of social ERP packages that can be added to the ERP processes. Enterprises can also attempt to construct an all incorporating ERP system to take care of different aspects of organizational processes (Samara 2015). In addition to this, huge and costly failures have brought about a change in the strategy and in the process of adoption of two different tiers of enterprise resource planning (ERP) (Rosemann and vom Brocke 201 5). Supple Network Design The management of the corporation Disk4U can assimilate different business procedures for data framework, algorithms, mobile computation, networks, and process optimization in addition to scheduling. Apart from the ERP application of the business process management system as well as the supple network design, the management of the organization can consider establishment of the integration of the Application Programming Interface (API) (Chang 2016). Dumas et al. (2013) advocates the fact that the integration of the API points out towards allowances in addition to different business processes for delivering programs and corresponding with diverse programs. In addition to this, the establishment of the software-to-software interface can allow different parties to interact with one another without having any prior knowledge otherwise intervention (Becker et al. 2013). For example, different online channels of functions can help in the process of utilization of the API integration. This can help in permitting the procedure of entering the information as regards credit cards and use the API for transferring important information to a different isolated application for verifying given information. The Business Process Management Suite can be used for viewing at diverse facets for future evaluation procedures (Reijers et al. 2015). Again, the support process design assists in delivering support for main activities utilized by different resources in addition to infrastructure in desired format. This can be considered as an important differentiator that undertake different primary as well as support procedures for generation of direct value for the target consumers in case of crucial processes (Sudhaman and Thangavel 2015). Instances of support service comprises of information technology management in addition to human resource management together with infrastructure management. However, the support service processes mainly comprises of cross-functional limits in addition for analysis in the upcoming period (Usmanij et al. 2013). Therefore, this is within the process of managerial capability in addition to direction of value to consumer for supporting the overall ability of the organization. This can help in effectively delivering the products as well as services of the firm (Bernroider and Mitlohner 2015). The b usiness process management can consider adoption of software tools that can be utilized for settling different business concerns. However, this plays a significant role in the business process management that has a variance between the workflow as well as the BPM software (Olson et al. 2015). This can help in automation of work with uninterrupted process enhancement in an effectual manner (Bradford 2015). In addition to this, the management of the corporation Disk4U can also take into account the process of implementation of advanced technologies for manufacturing business operations. This concentrates on implementation of improved systems for handling product data, mechanized process of manufacturing, planning, scheduling as well as execution (Galliers and Leidner 2014). In addition to this, the company manufacturing and marketing products can implement mechanized process of acquirement of data, compliance administration, lean processing, total quality administration, planning, and scheduling in addition to product life cycle management (Shapiro and Varian 2013). Thus, it can be hereby ascertained that the business process functions have entered into a new stage of fast-tracked transformation to mature as well as advanced technologies (Leon 2014). The cloud based as well as mobile applications along with progressive analytics together with collaboration techniques that can multiply effects of well understood functioning model levers namely, shared services, outsourcing, worldwide delivery system along with process reengineering (Bansal 2013). Nevertheless, the applicability as well as influence of advanced technologies cannot be evenly at high level. However, it is important to understand technology interventions together with process engineering as well as organizational redesign namely, shared services as well as business outsourcing often assimilated in the Global Business Service (Tarhini et al. 2015). This in turn can the business concerns in concentrating on the scarce resources that can influence the important business results. This pr ocess also helps in the process of reduction of intricacies of different projects that consistently involve different cross disciplinary squads. This team often finds it difficult to struggle for observing conjoint language as well as ground. However, the capability to recognize different levers for pulling is not extensive and depends on experience gathered by designing, transformation and functioning operations (Hoch and Dulebohn 2013). The best tactic might be to recognize partners that possess the ability to avert expensive as well as time consuming research. Finally, this can lead to the risk of losing the momentum as well as time in an unforgiving competitive environment. Case Study Analysis on Sungate In this particular case, Sungate Foods is one of the rice and wild rice producers that mils up to 80 tons per hour at time of seasonal peaks. In the year 2013, Sungate Foods employs 100 staff members in three processing or warehouse located in Western Victoria as well as marketing officer in Melbourne, Victoria. This company buys from more than 350 farms and then distributes and sells it domestically as well as internationally. This company keeps the inventory at higher form for meeting the needs of the customers. Management of Sungate Foods should adopt advanced technology that will be aligned with budget for developing the overall facility (Hoch and Dulebohn 2013). Analysis needs to be done as it is shown in the financial and business reports for Corporation of Sungate Foods. This will help the management of Sungate Foods for detecting the challenges faced by the business organization. In order to gain maximum benefits, Sungate should utilize their company information system that will exploit all its capacities. This reveals the fact that information systems gains significance from data processing activities from Sungate inputs for generating information that will be useful for managing the operational aspects (Hoch and Dulebohn 2013). In order to increase the effectiveness of information systems, it requires adding more data in making the information accurate as well as usage of information in innovative ways (Falkenberg et al. 2016). Managing Sungate operations depends majorly on the information pertained with them. In other words, Information systems aim at offering more complete as well as gaining recent information (Becker et al. 2013). This reveals the fact that information system gains a cost advantage from other competitors by offering enhanced customer service. Sales data provided by Sungate will be providing proper insights regarding the customers by letting the stock produce items that are selling during right time. It will provide guidance from the information system that will streamline the operations in the most appropriate way (Dumas et al. 2013). Sungate will be keeping the records of the financial activities that will initiate financial as well as regulatory activities for finding the real cause of problems by taking preventive corrective action (Chang 2016). Using of information system by Sungate will help in storing documents as well as keeping communication records and operational data. Using Information system by Sungate will help at the time of making strategic decisions by delivering all the information in way for modeling the results of decisions (Rosemann and vom Brocke 2015). Decision involves selecting course of action from several alternatives as well as carrying out the corresponding tasks. The company requires accurate information, updated information for selecting the choice with confidence. For each of the possibility undertaken, it is necessary in calculating using key indicators like sales, benefits as well as costs for determining the alternative for gaining beneficial result (Samara 2015). Research on AIS or ERP systems for Sungate Foods Enterprise Resource Planning means integrated management of core business process that will be offered in real-time and mediated by software and technology. This business activity involves product planning, purchase, manufacturing or service delivery, shipping and payment, marketing and sales, and finance (Arvidsson et al. 2014). This system considers as an integrated as well as updates view of core business process by using the databases after maintaining database management system. This system will be tracking business resources such as cash, raw materials as well as production capacity. Enterprise Resource Planning help in integrating varied organizational systems as well as facilitates error-free transactions as well as production for enhancing the efficiency of Sungate Foods. Developing the ERP system will be different from traditional system development. This system will run on a wide-range of computer hardware as well as network configurations by using database in information repository (Falkenberg et al. 2016). Business Process Sungate Foods should implement Enterprise Resource Planning that requires essential changes in existing business process. In other words, poor understanding of needed process changes leads to starting implementation acting as a project failure (Antero 2015). There are difficulties that are related to the system and consider business process, training as well as lack of motivation and infrastructure. It is essential for Sungate Foods in analyzing the business process at the time of implementing ERP software (Zeng and Skibniewski 2013). It requires analyzing for identifying the opportunities especially for process modernization. Sungate Foods should be incorporating credit control procedures, indication of different of KPI (Key Performance Indicators), reporting as well as monitoring of inventory level and supplier quotation requires for preparing sales report (Ha and Ahn 2014). Information Systems used in Sungate Foods refers as Management Information Systems. It requires preparing pyramid model whereby Management Information System considering as management level systems that will be used by middle-level managers in ensuring smooth running of business enterprise in the short-run. Using this information system will help in allowing managers for evaluating the performance of an organization by comparing current with previous outputs (Bernroider and Mitlohner 2015). Management Information Systems are built on the given data as provided by Sungate Foods. Here, input data refers as the internal transactions of Sungate Foods, Internal files as well as structured data used by the business organization. In case of processing the data, it means sorting, merging as well as summarizing the reports of Sungate Foods. Management Information Systems help in proper sales management systems of Sungate Foods, inventory control as well as budgeting systems as well as Management Reporting Systems and Personnel Systems (Hoch and Dulebohn 2013). In the output criteria, it includes summary reports, action reports as well as detailed reports for Sungate Foods. Using Management Information Systems will help in forming proper internal information flows as well as supporting structured decisions at the same time. Role of Management Information Systems is inflexible as well as has limited analytical capacity. It will be used by lower as well as middle-level managerial l evels for Sungate Foods. It dealt with aspects from past and present so that Sungate Foods will be efficiency oriented in nature. Sungate Foods should use Executive Information Systems as it will tend in customizing and targeting client group (Tarhini et al. 2015). Role of Executive Information Systems are easy to use as well as concerned with predicting the future. This system is effectively oriented and highly flexible in nature. This system uses internal as well as external data sources by the Senior Management Levels of Sungate Foods (Bansal 2013). Implementing ERP will help in tracking the changes in the previous process. It requires assessing the information after aligning current process connecting with the ERP system (Leon 2014). This research on Sungate Foods whereby risk of business process for mismatching as decreased after linking current process from organization strategy. This will analyze the effectiveness on each process as well as understanding of existing automated solutions in the most appropriate way. Enterprise Resource Planning implementation is almost difficult for decentralization in and within Sungate Foods as it will give different process, data semantics, decision centers as well as business rules and authorization hierarchies (Said et al. 2014). It will actually require migrating some of the business units after delaying implementation of work by making the necessary changes by reducing integration like linking from Master Data Management (Shapiro and Varian 2013). Sungate Foods should implement ERP software that can bring smooth operations at corporate level. This company should use ERP system for managing in and across the organization. Using ERP system will be based on industry best practices as well as makers that Sungate Foods deploy operational aspects and managing of inventory level at the same time (Galliers and Leidner 2014). Conclusion At the end of the study, it is concluded that conducting research on AIS or ERP systems for both the clients will help in understanding their issues and give solutions. Both the clients mentioned in the case study are for the company named as Disk4U and Sungate Foods. These two companies are suffering from issues that need to reduce by using proper information systems so that there is smooth functioning of business enterprise. Use of ERP systems will take into consideration various business process, developing of business requirements as well as determining the software selection and vendor selection. Both the case studies have dealt with the issues individually for highlighted the issues faced by Disk4U and Sungate Foods. In this, Disk4U Company is planning for revamping the operations by implementing Enterprise Resource Planning that comes under Business Process Management. On the other hand, Sungate Foods is the other company who deals in rice producing activities whereby the comp any should use Enterprise Resource Planning and Advanced Information Systems for smooth functioning in an effective way. Therefore, the current report to the directors of the two different companies can help in analyzing the present state of affairs of the business operations and identification of the areas that need improvement. In addition to this, the present segment helps in gaining deep understanding regarding the ways that can be implemented for enhancement of the overall operations of the business. References Antero, M., 2015. A Multi-case Analysis of the Development of Enterprise Resource Planning Systems (ERP) Business Practices. Copenhagen Business SchoolCopenhagen Business School, Institut for IT-LedelseDepartment of IT Management. Arvidsson, V., Holmstrm, J. and Lyytinen, K., 2014. Information systems use as strategy practice: A multi-dimensional view of strategic information system implementation and use. The Journal of Strategic Information Systems, 23(1), pp.45-61. Bansal, V., 2013. Enterprise Resource Planning. Pearson Education India. Becker, J., Kugeler, M. and Rosemann, M. eds., 2013. Process management: a guide for the design of business processes. Springer Science Business Media. Bernroider, E.W. and Mitlohner, J., 2015. Characteristics of the multiple attribute decision making methodology in enterprise resource planning software decisions. Communications of the IIMA, 5(1), p.6. Bradford, M., 2015. Modern ERP: select, implement, and use today's advanced business systems. Lulu. com. Chang, J.F., 2016. Business process management systems: strategy and implementation. CRC Press. Dumas, M., La Rosa, M., Mendling, J. and Reijers, H.A., 2013. Fundamentals of business process management (Vol. 1, p. 2). Heidelberg: Springer. Falkenberg, E.D., Hesse, W. and Oliv, A. eds., 2016. Information System Concepts: Towards a consolidation of views. Springer. Galliers, R.D. and Leidner, D.E., 2014. Strategic information management: challenges and strategies in managing information systems. Routledge. Ha, Y.M. and Ahn, H.J., 2014. Factors affecting the performance of Enterprise Resource Planning (ERP) systems in the post-implementation stage. Behaviour Information Technology, 33(10), pp.1065-1081. Hoch, J.E. and Dulebohn, J.H., 2013. Shared leadership in enterprise resource planning and human resource management system implementation. Human Resource Management Review, 23(1), pp.114-125. Jeston, J. and Nelis, J., 2014. Business process management. Routledge. Leon, A., 2014. Enterprise resource planning. McGraw-Hill Education. Olson, D.L., Johansson, B. and De Carvalho, R.A., 2015. Open source ERP business model framework. Robotics and Computer-Integrated Manufacturing. Reijers, H.A., Mendling, J. and Recker, J., 2015. Business process quality management. In Handbook on Business Process Management 1 (pp. 167-185). Springer Berlin Heidelberg. Rosemann, M. and vom Brocke, J., 2015. The six core elements of business process management. In Handbook on business process management 1 (pp. 105-122). Springer Berlin Heidelberg. Said, H.M., Latif, R.A. and Ishak, N.K., 2014. Strategic information system and environmental scanning practices in Malaysian hotel organizations. Theory and Practice in Hospitality and Tourism Research, p.83. Samara, T., 2015. ERP and Information Systems: Integration Or Disintegration. John Wiley Sons. Shapiro, C. and Varian, H.R., 2013. Information rules: a strategic guide to the network economy. Harvard Business Press. Sudhaman, P. and Thangavel, C., 2015. Efficiency analysis of ERP projectssoftware quality perspective. International Journal of Project Management, 33(4), pp.961-970. Tarhini, A., Ammar, H. and Tarhini, T., 2015. Analysis of the critical success factors for enterprise resource planning implementation from stakeholders perspective: A systematic review. International Business Research, 8(4), p.25. Usmanij, P.A., Khosla, R. and Chu, M.T., 2013. Successful product or successful system? User satisfaction measurement of ERP software. Journal of intelligent manufacturing, 24(6), pp.1131-1144. Zeng, Y. and Skibniewski, M.J., 2013. Risk assessment for enterprise resource planning (ERP) system implementations: A fault tree analysis approach. Enterprise Information Systems, 7(3), pp.332-353.

The importance of observations in education free essay sample

Observation is the best tool we have to understand how children are learning and developing around us. Other than in a classroom environment, we can sit in cafes or listen to conversations taking place on a train. However, this essay will recognize the importance of observations in an institutional early years setting. It will then go on to reflect upon values, ethics and professionalism as we use these different strategies for observation. This essay will also consider the suitability for certain types of observation in particular settings. Sharman, Cross and Vennis (2007) showed that observations are means of noting down a fact or gathering information for a purpose during an activity. Beaver et al (2007) showed that observations help us to understand the patterns of children’s development, as well as clearly identifying difficulties a child may have, so that we can cater to their individual needs as they may require specific support such as speech and language therapy. We will write a custom essay sample on The importance of observations in education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Beaver et al (2007) explain how observations help the adult to understand the child as an individual as well as a chance to provide information about the child to the parents or any adults who have involvement with the child. Observations should be thought of as tools that help us meet the needs of children and help us learn more about our own provisional settings (Palaiologou, 2008). One of the main reasons why we observe children in the Early Years is to see if the children in our care are following the flow and the pattern of our particular setting as well as measuring the progress and achievements of children against the recognized milestones and national targets. Completing several observations regularly over a course of time will clearly display the progress of the child in each of the different areas of development. Palailogou (2008) cites The Statutory Framework for the EYFS (DCSF, 2008a, p. 16) asserts that Ongoing assessment is an integral part of the learning and development process. Providers must ensure that practitioners are observing children and responding appropriately to help them make progress from birth  towards the early learning goals. Assessments should be based on practitioners’ observations of what children are doing in their day to day activities. It is important to be as objective as possible as shown by Palaiologou (2008) that when taking out observations and keep an open mind to the information that is being recorded. It is vital that the observer has not â€Å"labeled† the child, whether it is positive or negative as this can affect the outcome of the observation altering the truth to what has been noted. Beaver et al (2007) explain observations should be taken out by more than one adult to see different viewpoints therefore enhancing objectivity and also enable the practitioners to compare and analyse their individual observation skills. Beaver et al (2007) explain that observations are taken to show the quality of education that has been received by the children, and for practitioners to develop their professional practice. It is essential that all observers are objective and recognise every child’s values and beliefs. Palaiologou (2008) states The Local Safeguarding Children Board Regulations (2006) were set up as part of the need to promote and protect children’s welfare including bullying, accidents, discrimination and providing children with access to all well-being services. In Early Years settings that follow strategic frameworks, observers need to consider this set of criteria before taking out an observation. The observations that take place are in the best interest of the child; The observations will help the education programme; The observations will help to understand the child’s development; The observations will inform practice and promote children’s learning; The safety and protection of the child is ensured. â€Å"Participant† and â€Å"Non-Participant† are two main observation techniques illustrated by Schmidt (2005) to be used by practitioners. Participant observation is well known and often practiced within Early Years settings. An observation can have a great impact on whether how much a practitioner engages with the child they are observing or not. For example, if the practitioner talks to a child whilst observing them as they are doing an  activity, they might make extra effort to please the adult in some way, which in turn affects the outcome of the observation. Schmidt (2005) also explains a participant observation is when the observer is directly involved in the activity in some way as they are recording the observation. This allows adults without special training to carry out an observation, however, this type of observation can be limiting as it can be difficult to include any detailed information, so may not give a clear picture of what truly happened at the t ime. Schmidt (2005) illustrates that Non-Participant observations require the adult to sit separately from the task and to act simply as an observer of the child or the activity rather than a trained professional as they are writing the observation. Palaiologou (2008) shows that not being involved with the child can make it easier for the observer to be as objective as possible and to write about what they are seeing happen as the child is working. A Narrative Observation is the most common observation technique used in Early Years settings. This is a record of events as soon as they occur. Usually the practitioner separates themselves from the activity or child and observes from a distance, being careful not to disrupt the activity. Each observation is brief and is written in the present tense. This is an excellent opportunity to record every detail noticed during the period of the observation including dialogues, movements and emotions. However, as the observer records there is room for bias to be influenced by the observers thought process, which may be interpreted in the wrong way (Palaiologou, 2008). A Checklist is a very useful type of observation as they are carefully planned and prepared before hand. Checklists can be used to observe a large group or just one child. Practitioners in Early Years Settings often use this technique as a starting point to plan new activities for individuals or groups of children. A number of different observers can use the same checklists to ensure all of the information is correct and consistent. However an important piece of detailed information can be missed out of the observation because it is not listed as one of the points to record. (Smidt, 2005) Diagramatic technique is a focus-based observation that can be carried out in many ways such as: Tracking; The use of sociograms; The use of histograms; The use of bar charts and pie charts. Tracking simply allows the adult to observe the amount of time a child spends on an activity, although it does not include an explanation as to why they chose it. Beaver et al (2007) explains this can be beneficial to Early Years practitioners as their schedules include time to free play during the school day. A Sociogram is a tool used to observe children’s social development. This reveals the child’s ability to socialize with other children and adults and monitor their popularity through the group. (Smidt, 2005) Histograms are taken over a long period of time to follow the areas of development and are similar to bar charts in that they allow you to focus on any area you choose. This would be useful to use if you were measuring behaviour in an Early Years Setting for example, as you would get a very clear profile at the end of the term. Bar Charts and Pie Charts can be useful techniques for collecting information about groups or individual children. The disadvantage is that this technique does not allow much room for specific facts. (Schmidt, 2005) The Time Sampling technique of observation helps to identify how and when a certain type of behaviour occurs. The advantage of this type of observation is that it helps you to remain objective, as you know what type of behaviour you are looking for. This also allows you to collect data on several children or on several behaviours at a time and the information is collected at certain decided intervals throughout a given period of time. However, because the information is collected at specific intervals of time, there are things that are not recorded. Event sampling also focuses on a specific behaviour than has been selected previously. This is used to study the conditions under which particular behaviours occur. As this technique looks at very specific behaviours, it can lack detail. Media Techniques allow an extremely detailed form of observation. Although this method cannot replace traditional methods of observation, this offers very accurate information, which is unbiased and objective and can be used in all age groups and in a variety of settings. (Sharman, Cross and Vennis, 2007) After the observation is completed the information needs to be collected, collated and then analysed before recorded as evidence. This can be very difficult as the practitioners need to look at the information considering all the facts whilst attempting to remain as objective as possible. From the findings of my research and from my own five years experience as an early years classroom teaching assistant in the British educational system, I feel that both subjective and objective strategies previously mentioned may hold equal significance depending of the physical setting of the observation and the period of time over which these observations have been completed.

The Things They Carried by Tim OBrien

The Things They Carried by Tim OBrien Free Online Research Papers â€Å"The Things They Carried†, written by Tim O’Brien, refers to the burdens, both seen and unseen, that soldiers in the Vietnam War carried everyday. These burdens were many and varied emotional, physical, mental and personal. Some were short term and some are still carried today, even after thirty years. To understand this story better the reader must first fully understand the meaning of the word burden: Bearing a load; something oppressive or worrisome, something that is carried. The men in this story carried all types of burdens, weapons, photos and the kind that cannot be seen. The story is told using the event surrounding the death of platoon member Ted Lavender. Ted Lavender is shot because of the lax manner in which Lt John Cross leads his men. He does not ensure that they are doing all they should to remain as safe as possible. He allows them to discard important gear and equipment (par. 39), he allows them to have and use drugs openly. Lt John Cross considers himself responsible for Ted Lavender’s death and blames his love for Martha, his friend and pen pal, as the reason he let Ted Lavender die. He likes to imagine that she loves him but knows she does not (par. 1). He carries a love for her despite her lack of return love. He carried it forefront in his mind to the point of total distraction (par. 21). When Ted Lavender was killed Lt John Cross was thinking about Martha instead of thinking about the security of his men (par. 21). The security of his men was, in part, determined by the tools of war they carried, the M-16s, ammunition, knives, helmets and M-79 grenade launchers. Tools used as the means to seek the death and destruction of others. These burdens are the material items needed to close with, engage and destroy the enemy before they do the same to you. These items are the physical burdens each carried (par. 12), the heavy cumbersome often awkward gear. Gear designed for three basic reasons: to find the enemy; for instance the compass and map (par. 91), to survive; the C-rations and flak vest (par.2,), and to kill the enemy; the M-16 and grenade(par. 10). These are not the only physical burdens these men carried (par. 10, 17) but are the most common and obvious. They also carried radios, bibles, comic books, weapons cleaning kits, drugs, hygiene gear, letters and photos, the list is almost endless. Each of these physical items had a specific purpose. When you are in the field, forced to carry everything you own yourself, each item you choose adds weight and makes your life harder. So these men only took what they believed was unavoidably needed for them to survive. The desire for survival was another type of burden carried by all. The weapons each carried in hopes of survival were many and varied, sometimes seeming absurd to an outsider. Lee Strunk’s slingshot, â€Å"a weapon of last resort†, Mitchell Sanders brass knuckle and Kiowa’s feathered hatchet. All these items, and many more, were carried by the soldiers to give them the hope of survival. The bandages each carried with them, â€Å"often in their head bands for easy availability,† were signs of their hope. The first aid equipment carried by Rat Kiley was another. Thoughts of flying home on the â€Å"freedom bird† its shining silver wings carrying them away from all the burdens they faced in Vietnam. Those thoughts of freedom were possibly the hardest burden, wondering everyday if they would be allowed to survive to get on that plane home. The burdens that were hidden were often the hardest to endure. The guilt of survival, often came out as callousness and cruelness. The emotionless way Kiowa talks about Lavenders death is a sign of the guilt and hurt that is hidden deep down. They carried fear, fear of death, fear of failing, fear of being a coward. They carried memories, memories of death and gruesome things. Kiowa could not escape the sight and memory of seeing Lavender shot. The death and gruesome things these men endured were shared by all. The reader can easily miss the larger things these soldiers carried and still do carry. For these things are almost hidden in this story and some are just implied. Short lines like, â€Å"They all carried ghosts†(par. 16), â€Å"They shared the weight of memory† (par. 39), â€Å"They carried their own lives† (par. 39), â€Å"the unweighed fear† (par. 10) can be easily missed or overlook by the reader. These however, tell of deeper things, things not spoken of except in unguarded moments. The implication of hidden burdens is also found when the author explains the irrational thoughts running through his head when searching a tunnel. These thoughts are not easily laid down and are not easily seen, even by those that are carrying them. â€Å"Imagination is a killer† (par. 17) tells us that sometimes what is imagined is worse than the reality we face. Some of their burdens were ways to imagine an escape, a way to pretend, if only for a moment, that you were not here or things were not that bad. Lt Cross escaped to the fantasy of Martha. Ted Lavender used drugs to escape and, Dave Jensen escaped with cleanliness, as if being clean made his being there bearable. Rat Kiley read comic books, and they all escaped through words. All of them used harsh humor and callous behavior to escape the emotional burden they each carried. They escaped by pretending, pretending they weren’t scared or making light of the terrible things they and others had to do for survival. These men carried the burden of not knowing why they were there and what purpose they served. â€Å"We were left on our own to figure it out by ourselves(Overton, â€Å"Huntsville†).sThey trudged day and night through heat and dust and rain and fog, the entire time searching. They did not know for who or what they searched. They only knew two things for certain, tomorrow they would search again and they would be carrying the same burdens as today, possibly more. These men carried more than anyone who was not with them could ever imagine. They carried the land and the people, they carried the hate of two nations as well as the hope of two nations. (Palmer, â€Å"Victory†) They were men called to arms by their country, wrong or right, to defend her against a perceived threat. Two-thirds of the men who served in Vietnam were volunteers (Rouch, â€Å"Statistics†). They were the men that were sent into harms way in the hope of making the world a better place, making all men more free. These men carried with them the burden of separation from all they knew and loved and all that loved them. There is little that can be said other than these men had a burden thrust upon them that was not wanted and was not asked for, yet they bore this in large part without complaint. This is a short story told by the author, a veteran himself, as a release of the burdens he carried (Friedlander, â€Å"Metafiction†) and to attempt to help others release their’s also. He told this story not for me and not for you but for the men that were there and still carry these unseen heavy burdens of survival. Friedlander, Michele. Metafiction and O’Brien’s â€Å"The Things They Carried†. http://core.ecu.edu/engl/whisnantl/4300/michele.htm. (2000) March 2010 Overton, Patrick. excerpt; Huntsville Memorial Dedication (Memorial Day, 1994). Regarding War, pbs.org/pov/stories/vietnam/story.html. March 2010 Palmer, Christian. Victory at Last, Devil’s Tale. http://cronkitezine.asu.edu/ spring2004/vietnam.html. March 2010. Rouch, Gary, Statistics about the Vietnam War, Vietnam Helicopter Flight Crew Network, vhfcn.org/stat.html, 02 June 2008. March 2010. Research Papers on "The Things They Carried" by Tim O'BrienArguments for Physician-Assisted Suicide (PAS)The Masque of the Red Death Room meaningsGenetic EngineeringMind TravelHarry Potter and the Deathly Hallows EssayQuebec and CanadaBook Review on The Autobiography of Malcolm XCanaanite Influence on the Early Israelite ReligionHonest Iagos Truth through DeceptionWhere Wild and West Meet

Job description Essay Example | Topics and Well Written Essays - 2500 words

Job description - Essay Example Appropriate skills and qualifications must also be determined to be able to put the right person for the task. Knowing what needs to be done results to better employee recruitment. Employee and performance planning means that there is a way to develop a certain Job Description for every position in the organization. A Job Description is a list of tasks that this personnel must perform while employed. It enumerates key results areas, and systematically itemizes what exactly must be performed to be considered effective. The Job Description also includes a list of required skills and even educational background for an applicant to be considered qualified. This way, the hiring officer will have a ready list of reference when screening for applicants. Only the qualified applicants will be matched to this position, making use of their credentials and previous work experiences as a way to equate them with the requirements. Doing this would help the hiring officer find the right person for the job, and would eventually help this person undertake his responsibilities once on board. Conducting a job analysis usually triggers the creation of job descriptions (Employee Job Descriptions 2010). Job descriptions can be made only when the job requirements are analyzed and the end results identified. Once appropriate employees are hired, they begin to undertake the responsibilities required of their positions. While a Job Description serves as a general tool for the employee to determine their roles in the workplace, this employee must also use his skills and abilities to look for means to improve his key results areas. To do this, he must be made to understand his roles in the workplace, and the organization should provide the needed support in order for the employee to perform these roles effectively. Next important thing to be done is to create ways to measure effectiveness of the person hired

Socioeconomic Status in Relation to Language Literacy Research Paper

Socioeconomic Status in Relation to Language Literacy - Research Paper Example Therefore they should work hand in hand with each other. The content-area instructor must assist the learner to develop the reading strategies, acquire knowledge and thinking skills to have insight and learn text that are complex (Comber, 2013). This should be done to both students who come from high socioeconomic status and those who come from low socioeconomic status. The content-area instructor may enhance the learning strategies by providing the students with instructions that are more effective for them depending on their socio economic status to improve their reading skills. Some of these instructions are: 1. There is need for dialogue on content from the text to enable students to share different ideas about the subject of discussion. The teacher can act as a facilitator among learners in their focused group discussion and encourage discussions among people from different socioeconomic status. 2. In order for the student to improve on their language and literacy it is necessar y to revise the curriculum. 3. Content-area teacher should create a motivating and engaging classroom, by interacting with the students in a more friendly way to know more about their socioeconomic status in order to understand their problems at a personal level and motivate them. 4. Teacher should be aware that the students come from different cultures. Hence he should know to teach them and the teaching techniques that should be used to teach different students depending on their culture especially those from non English speaking origin. Family Support Parental support is one of the crucial elements that impact children’s learning because it is the pathway through child competences are influenced and enhanced. Research carried out on the influence of parental involvement... This essay stresses that parental support is one of the crucial elements that impact children’s learning because it is the pathway through child competences are influenced and enhanced. Research carried out on the influence of parental involvement on their children’s language/literacy revealed that maternal education qualifications and other factors such s family income played a critical role in children’s learning of language and literacy skills. This paper declares that parents are the people who set and lay foundation for their children; therefore, their support and involvement in early language and literacy learning is very valuable in helping the children prosper in education. Furthermore, parental interventions are also essential because it helps children develop positive behaviors towards literacy. In addition, it is important that families should have a good knowledge of literacy and language in order to assist the young ones in developing these skills. Similarly, family support is closely related to culture, which also proves to be extremely valuable in language and literacy development. For instance, social activities available in ones culture allows the children to derive meaning from what is learn from text or classroom, and consequently, put this to practice. The early years of a child with parents and family are very important because what they learn impacts on future activities. Families and parents assist child ren to establish emotional interconnections, which gives children strength and resilience to meet future difficulties.

Digital marketing Essay Example | Topics and Well Written Essays - 250 words

Digital marketing - Essay Example Many of them uses their computers, mobile phones among other things to access Facebook, twitter and instagram, therefore in the process they see information. There are no barriers like distance, and even students who study online and live in other parts of the world will be able to see the information and decide whether to join the club or not (Harris, 2008, 85). Posting adverts on social media is cheaper as compared to other ordinary means of advertising. There is no operating cost; maintenance as well as paying employees since this system only needs one person to post information to the site. Once information is posted, students will need to login and only charged browsing fees like they usually does when doing other things online. It is one of the cheapest means of selling a product (Michie, 2006, 14). Personalization of products and good designing is greatly achieved through social media. Description of the club, its roles and even good photographs can be designed to great effect and [posted to help the club gain strong base within the institution. Organizers of the club are not worried about delays of information reaching the target group since currently; all students are active in social media. This will maximize awareness of the club to students in long run (Michie, 2006, 12). Advancing technology is also another reason why Facebook, twitter and istagram is a good platform to market the club. With all the students being active in these sites, it is important to take this advantage. They are used to these programs and their interpretation and perception about the club will be positive (Harris, 2008, 87). They will link the club with good leadership, unity and vision which will help the club to gain further success. In conclusion, the world has become a dynamic place to live in. there are changes all over the place, and the people who experience this are students as they discover a lot while still studying. In the university, the club will gain huge fame

Why should we study military history?

Why should we study military history? What is it about the question, why should we study military history that raises such a storm of conversation? In a society that expects education to serve a useful purpose, the functions of history can appear more difficult to define than those of medicine or nuclear physics. History, specifically the study of military history is very useful. In an age of intercontinental ballistic missiles, the old subjects of strategy and tactics can seem obsolete. The importance of the battles of Little Big Horn during the Plains Indian Wars or Kasserine Pass during World War II in North Africa might not be evident if you are thinking only in terms of pushing big red buttons. It is imperative for civilian leaders to understand the military issues before them and the lessons that Soldiers of the past fought so hard to learn in order to prevent new generations of Soldiers from learning them all over again. Its no surprise that American civilians tend to lack a basic understanding for military matters, not to mention military history. In a society that expects education to serve a useful purpose, the functions of history can appear more difficult to define than those of medicine or nuclear physics. History, specifically the study of military history is very useful. Today, universities are even less receptive to the subject. This should be profoundly troubling to our society. A democratic nation should fully understand war, especially in an age of weapons of mass destruction and religious radicals attempting to spread their ideals by using terrorism. Neither most of our citizens nor many of our politicians seem to recall the incompetence and terrible decisions that, in June 1876 and February 1943, led to massive American casualties as well as much public despair. Its no surprise that many Americans think the violence in Iraq is unprecedented in U.S. history. Nearly 4,000 combat dead in Iraq in four and one-half years of fighting is a terrible thing. The American people still bicker about total withdrawal, defeat, up-armored HMMWVs and proper troop levels. But a previous generation considered Okinawa an overwhelming American victory, despite losing, in a little over two months, four times as many Americans as we have lost in Iraq (Hansen, V. (2007). Why Study War?). It has been stated in many news articles that the current rate of U.S. casualties in Iraq would take 75 years to total the same amount of casualties that we experienced in 10 years of fighting in Vietnam. One American casually is too many, but war is an ugly beast, peo ple die. That is why it is so important that our politicians and public understand what war is really about. Military history is not a bunch of cookie-cutter answers to each and every problem facing a young military leader or our nation today. Germanys victory during World War I over Russia in under three years and their failure to take France in four years apparently misled Adolph Hitler into thinking that he could defeat the Soviets with little problem. After all, Germany defeated the historically tougher France in just six months (Thompson, F. (2007). Remember the Past.). The battle at Little Big Horn in Montana is studied to this day by military leaders. What could possibly be learned from a battle that took place over 130 years ago? The tactics and weapons are antiquated by todays standards. The Indian wars are the stuff of legends and a few B-grade movies, or are they? What exactly can we learn from Custers defeat? One thing for sure about Custer was that he was arrogant. Custer was a successful commander from his days in the Civil War up until his death on a hot and dusty hilltop in Montana in 1876. The defeat at Little Big Horn, as are most defeats in hindsight, was avoidable. Custer had the best Soldiers and the best equipment of the time period. The initial plan to force the Indians back to the reservations appeared to be sound if executed properly by the three large columns of Soldiers involved. Communication became a large factor for the participating commanders. Custer, Gibbon, and Crook all had key parts to play for the execution of the plan to work. Timing was a key in order to ensure everything went according to the initial plan. However, General Crooks column of about 1300 Soldiers was attacked at Rose Bud Creek by almost the same number of Sioux only nine days prior and 30 miles away from the sight of Custers defeat at Little Big Horn. General Crooks men were so badly mauled that they were forced to return to the South for supplies and to treat their wounded (Hardy, S. (2004). Custers Last Stand.). Crooks column was a key element in the hammer and anvil plan that was to be executed. Custer had no idea that Crook had been defeated by such a large number of Indians or that his column would not make the scheduled rendez vous time and location. After locating the main Indian encampment, Custer was told repeatedly by his scouts that the Indian camp was the largest that they had ever seen and there would be at least 1800 to 2000 warriors in the camp, probably more. Custer ignored this advice. Custer initially made a plan to bed down his command and attack at dawn the next morning. Not only thinking his men would be fresh for the fight but that Crooks column would be arriving at any time. Custers scouts reported that Indian scouts had seen the command and were reporting back to the Indian camp. Actually, the Indian scouts were leaving the camp to return to the reservation and they had not seen Custers command at all. Custers orders were to locate the Indian camp on the Little Big Horn River and not let them escape. With these orders, the lack of knowledge of Crooks situation and the then common knowledge that the Plains Indians would not stand and fight but disengage after a short fight, Custer decided to attack. The fact that Custer split his command into three separate battalions is a constant source of debate. This also was a standard practice when fighting the Plains Indians at that time. What lessons can we learn from Custers tragic defeat? Sound intelligence of the enemy situation is a must. Custer had solid, eyes-on intelligence from reliable sources but ignored it. The lack of communication was also a huge factor. Many leaders and historians believe that Custer would not have attacked the Indian village that day if he would have known of Crooks defeat and the number of Indians that attacked Crooks column. The Indian tactics had changed. Custer not only did not know this, he completely underestimated the Indians ability and will to fight as well as over estimating the ability of his own men. The chances are pretty good that Custers own arrogance very well may have overridden all of the hindsight knowledge that we now have. One of the main lessons to take from Custer is this; it is only a matter of time before an arrogant leader will fail. Arrogance and underestimating the enemy you face is a lesson that seems to be learned over and over again. In Tunisia during 1943 the American forces were inexperienced and poorly equipped, at least compared to the German forces that they faced. The Kasserine Pass is gap in the Grand Dorsal Mountain chain in central Tunisia. The German Afrika Korps were veteran Nazi forces commanded by the brilliant Erwin Rommel. Rommel was retreating from advancing allied (British) forces. Rommels counter attack was aimed directly at the inexperienced American forces and backed them into defensive position in the Dorsal Mountains (M. Haze, (2002). Battle of Kasserine Pass). The American equipment was of no match to the superior German tanks and firepower. The American tanks were riveted together. When hit, the tanks rivets broke loose and killed and wounded as many men as the German shell that hit the tank. The American tanks and thin armor and the tanks cannon could not be aimed as effectively as t he Germans or penetrate the German armor even if the Americans were lucky enough to hit a German tank. The battle at Kasserine Pass was a defeat for the green Americans. The Americans learned many valuable and expensive lessons from the Kasserine Pass debacle. Leadership and tactics were changed. Equipment was immediately updated. The Germans learned some lessons from Kasserine Pass also. For the rest of the war, the Nazi high command relied on reports sent from Rommels men regarding the Americans inferior equipment. They apparently never grasped the idea that the U.S. weapons constantly improved throughout the rest of the war. After the battle Rommel was contemptuous of both the U.S. equipment and fighting ability. He basically considered them a non-threat. Based on the knowledge gained at Kasserine Pass the Germans greatly underestimated the skill and resolve of the American Soldier. War is about killing, pain, and fear, and any attempt to disguise this or portray it otherwise is not only wrong but immoral. War is not only killing, pain and fear. It is the purposeful use of force to achieve political goals. Anyone who thinks that this statement is less than black and white has not spoken with the troops on the ground during one of our wars that was blessed by political approval. Many Americans today believe that anyone who studies war must approve of war as though anyone who drives a car must naturally approve of car wrecks. How much farther from the truth could these people be? There are many reasons to study military history in our schools and colleges. America is once again at war and this time there is really no end in sight. We are fighting for our basic way of life. The study of military history for our civilian wartime leadership is critical. Politicians start wars and politicians lose wars. Todays young people are tomorrows leaders, both in politics and the military. If for no other reason than we want to avoid war whenever possible, universities and public schools should at least offer the option of studying military history.

America Needs a Strong Military Industrial Complex Essay -- War Army D

America Needs a Strong Military Industrial Complex By mid-1942, World War II was looking bleak for the Allied powers. The German Wehrmacht was blitzing through Soviet Russia, the Luftwaffe had laid waste to much of London, Rommel was about to take Africa, and the Japanese nearly had control of the Pacific. Fortunately, as the Axis started running low on materiel, America was increasing the Allied supply dramatically. This enormous production capacity displayed by the U.S. was the product of their new military-industrial complex, as plants across the country geared up production of weapons and combat vehicles and the government began pumping resources into the creation of new military-oriented production facilities. The American industrial surge turned out to be not only the deciding factor in World War II, but also the greatest protection against the Soviet threat during the Cold War that followed.   Ã‚  Ã‚  Ã‚  Ã‚  In the wake of his defeat at El Alamein, Field Marshal Erwin Rommel declared, â€Å"The bravest men can do nothing without guns, the guns nothing without plenty of ammunition, and neither guns nor ammunition are of much use in mobile warfare unless there are vehicles with sufficient petrol to haul them around†. While Germany and Japan struggled to reproduce materiel at the speed at which it was being lost—leading to shortages for the Afrika Korps in the African desert and the Wehrmacht during Operation Barbarossa—the U.S. began producing it almost as quickly as it could be shipped out. There was virtually no military-industrial complex to speak of before 1940, and America went woefully under prepared into conflict after its losses at Pearl Harbor. However, by 1944 America was turning out 8 aircraft carriers a month, 50 merchant ships a day, one fighter plane every five minutes, and 150 tons of steel every sixty seconds (Walton 540).   Ã‚  Ã‚  Ã‚  Ã‚  While other factors certainly aided in the momentum switch that occurred in late 1942 and 1943 and accelerated to the cessation of hostilities, historian Francis Walton writes that, For the reduction in bloodshed much credit must go to the miraculous tools of war, most of which, in the hands of the victors, were ‘Made in the U.S.A.’ It is the considered judgment of the military experts that in World War II ‘our victories were the product of massed materiel rather than the highest military skill’(4). Walton i... ... the United States is the undisputed military, economic, cultural, and political leader of the world, a title it earned for the most part with relatively little bloodshed. The military-industrial complex formed in the early stages of World War II can be thanked for this, as its extraordinary capacity for churning out weapons almost single-handedly preserved the Allied cause, and its ability to do so without exorbitant burden on the U.S. economy eventually won it the Cold War. Those who today consistently advocate cutting the defense budget in accordance with a policy of isolationism and pacifism and decry the profits made by military contractors would do well to remember the roots of America’s current superiority before making too rash a decision. Bibliography Walton, Francis. Miracle of World War II: How American Industry Made Victory Possible. New York: The Macmillan Company, 1956. Hickman, Martin B. The Military and American Society. Beverly Hills: Glencoe Press, 1971. Koistinen, Paul A.C. The Military-Industrial Complex: A Historical Perspective. New York: Praeger Publishers, 1980. Strachey, John. On The Prevention of War. London: Macmillan & Co Ltd., 1962.

Inclusive Learning Essay

XXXXXX XXXXXX is a registered charity offering work based learning programmes to young adults. Within my role as Advanced Teaching Practitioner, I am responsible for curriculum design, monitoring teaching, staff training and mentoring, quality assurance and learner achievement in addition to my role as a Basic Skills Tutor. Before analysing current practices, I have gained the consent from those directly involved. In order to assess current inclusive learning principles and practices of the organisation, I need to increase my understanding of inclusive learning for my own Continued Professional Development (CPD). I need to reflect of my own practices and the practices of others and evaluate the service provided. Findings What is Inclusive Learning? Inclusive learning can be defined as ‘the greatest degree of match or fit between the individual learners’ requirements and the provision that is made for them’ (FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and meeting the learning needs of all students and being aware of their individual needs. It is about identifying the reasonable adjustment that can be made without it having a negative impact of the teaching and learning of others. Open University Press (2006) defines inclusive learning as ‘acknowledging your students have a range of individual needs and are members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning’. It is important to consider the need to be proactive as opposed to being reactive. To practice inclusive learning, actions need to be taken prior to students commencing the process. The Tomlinson report 1996 states: ‘Re-designing learning, assessment and organisations to fit objectives and learning styles may mean introducing new content to courses, adapting access or both. This approach is quite different from offering courses and then giving students with difficulties some additional human or physical aids to participate. ’ Under the Special Education Needs and Disability Act (SENDA) 2001, all educational establishments must not treat students less favourably than others and make reasonable adjustments to ensure that their learners are not substantially disadvantaged. Learning Environment An accessible and safe learning environment is vital for inclusive learning to take place. The premises that XXXXXX XXXXXX occupy are located on the second and third floor of a listed building. There are no lifts and there is a staircase leading up to the main reception. Under the Disability Discrimination Act, there is a requirement to make reasonable adjustment to be able to ensure those students with a mobility disability are not excluded. XXXXXXhave made contingency plans whereby they use the premises within a local college as and when required. SENDA 2001 states that students should be able to access all services provided for other students. In this case, the local college offers all the facilities and services we offer our students. Taking this into consideration, reasonable adjustments have been made. Access for all In order to give strategic direction to inclusive learning, Smith and Armstrong (2005, p1) state ‘providers need to adopt a co-ordinated approach to inclusive learning, working with different groups, genders and levels of learners’. These is achieved ongoing within XXXXXX XXXXX. There is no discrimination on the grounds of gender or sexual orientation within XXXXXX XXXXXX and therefore XXXXXXcomply with all aspects of the Sex Discrimination Act 1975. Our learners come from mixed race, religion and in order to ensure that we accommodate these learners, all staff receive multifaith calendars to ensure that they can manage their learning over religious or cultural holidays. As we are funded for a 14-19 age provision, we cannot offer learning to anyone outside this age range. This is a limitation by DCELLS. Should anyone outside this age range require the same type of education and training, there are other training providers where they can be signposted. McGivney (2003) guidelines suggest that people with disabilities, ex-offenders, low paid unqualified workers, male manual workers, unemployed groups, rural residents, women with young children, homeless and those from ethnic minority groups may have problems in participating in organised learning activities. (DCSF, 2008) states ‘9% of young people aged 16-19 are Not in Education, Employment or Training (NEET). As part of the ‘Every Child Matters Agenda’ their aim is to break down the barriers to achievement and provide opportunities for those disengaged from learning. This agenda intends to ensure that programmes have been set up to identify children and young adults at risk and promote early intervention. According to the 14-19 Education and Skills White Paper ‘those with learning difficulties are twice as likely to become NEET’. XXXXXX XXXXXX have recently established street based youth work teams; across communities in south Wales, working with partner organisations to engage some of the hardest to reach young people; And to progress them onto positive development opportunities in their own communities. The current teams are a pilot and are hoping to expand the project into other geographic and sector communities. XXXXXX XXXXXX are also establishing links to deliver full and part time extended curriculum services in schools for 14-18 year olds across Wales, providing support for young people in the youth justice system; establishing a youth drop in facilities at many centres and expanding the street based youth work. XXXXXXare also in community cohesion work particularly in areas with a large European migrant youth communities and those with a migrant non-welsh speaking community within Welsh speaking indigenous communities. XXXXXXis piloting development of youth volunteering in under-represented groups. Taking all this into consideration, it shows the effort that is being made in order to provide inclusive learning to those students who are at risk of becoming NEET. Inclusive Learning in Initial Assessment According to Green and Bartram 1998, p7) ‘Early and effective assessment of students’ requirements is critical to the concept of inclusive learning. There are three stages to the initial assessment process within the organisation. Prior to a learner joining they go through an initial assessment process. This begins with an informal interview following an endorsement from Careers Wales. In this interview, it allows the organisation time to carry out an informal assessment and identify individual learning needs. On entry, basic skills initial assessments and a VARK learning styles questionnaire are completed. From this process, an Individual Learning Plan (ILP) is written that is specific to the needs of the learner which will identify individual goals. Green and Bartram (1998. p10) outline that in order to achieve best practice; there should be ‘a common and shared understanding of the purpose of initial assessment’. Through discussion with staff and observations of the initial assessment process, it is evident that this there is a thorough initial assessment process which allows many opportunities to identify any individual needs and preferences. Following this process, if a learner is identified as having a literacy or numeracy need, diagnostic assessment is carried out. Learners have the opportunity to do these either by paper based methods or using Information Technology (IT). The results of this assessment then produce an Individual Learning Plan that is specific to the learners literacy and/or numeracy needs and takes into consideration any special arrangements that may be required. Inclusive learning in the classroom If there has been an individual need identified through initial assessment, it is at this point XXXXXX XXXXXX are reactive as appose to being proactive. For those with physical disabilities, arrangements are made to support them. As previously discussed there is a lack of facilities within the centres to support learners with a disability affecting mobility and this is taken into consideration when careers signpost learners. Apart from this, Rooms are bright, well ventilated and are small enough to be able to accommodate those with minor hearing or visual impairments. When considering students who are deaf and hard of hearing, XXXXXXdo not have a strategy in place for dealing with those who require specialist support including lip speakers, sign language interpreters and speech to text reporters. Although many learners who require this support often plan their own support requirements. To ensure inclusion in the classroom, it should be considered when planning lessons. Once the aims and objectives have been decided, it is then important to consider the needs and previous experiences of the learners’. At this stage, you can consider if there are any adjustments that can be made to ensure that the lesson is inclusive Open University Press (2006). This could be large print handouts, varied teaching strategies, practical tasks as appose to written, aural or visual methods and where possible, taking into account multi sensory learning. When carrying out questioning in the classroom, there was very good use of reinforcement techniques to consolidate learning. Although tutors encouraged all members of the group to participate, this was done in such a way that no learners felt uncomfortable. When this was necessary (e. g. a speaking and listening task) it was managed in a positive way to recognise individual needs. If learners need support with basic skills, subject specific tutors (NVQ, Key Skills) liaise with the Basic Skills Tutor to organise extra support in addition to their literacy and/or numeracy classes. If the learner has a learning difficulty that affects concentration, extra comfort breaks can be given and short activities should also be planned that vary in teaching strategy to keep learners engaged. At present, DCELLS are working towards converged basic and key skills. This initiative should have encourage a more standard approach as qualifications will be delivered in a different training and staff will be required to update their CPD. Practices vary depending on the experience of individual tutors within XXXXXX XXXXXX. When observing a key skills session, a tutor suggested to her group that it would be advantage to take notes whilst completing practical activities. On her lesson plan, she had shown inclusive practices by suggesting a Basic Skills Tutor could offer support with both reading and note taking if required. In terms of the use of classroom assistants or support workers, this is the only instance that in class support is offered due to staffing levels within the organisation. The majority of tutors promote equal opportunities practices by having notes available at the end of the lesson for all learners. Others show inclusive learning techniques by issuing gapped handouts at the beginning of the lesson to support those with individual needs. This later method allows those learners who have lack of confidence in groups, those with hearing difficulties or partial sight a greater chance of achieving the objectives set from the lesson. Experienced staff uses assistive technology in the classroom such as coloured acetate, worksheets on coloured paper or magnifying equipment to support learners when reading books, but once again staff training is needed to ensure consistency throughout the organisation. Smith and Armstrong (2005) suggest providers should make sure that CPD and staff training supports structures and systems implemented to deliver the inclusive learning agenda. Through discussion with staff, it is evident that staff members have little knowledge of how to support learners with Dyslexia, Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) and other learning and behavioural needs. Therefore staff CPD needs to be updated and staff training offered. Having observed a selection of basic skills sessions, I have seen differentiation being managed very well within the classroom. There are isolated cases where worksheets have been the main teaching strategy due to the diverse nature of the group but the main reason for this is the need for staff development and training. Within sessions, individuals show good inclusive learning techniques when giving feedback. They are constructive and give praise for what has been done well and avoid being negative to learners. For those who have physical disabilities, there is IT equipment available such as specialist mouse and the ability to increase the font size on the majority of programmes used. If there is a need for out of class support, this is also available from the training assessors responsible for the individual learners. Individual training assessors are encouraged to spend time with all learners to build a rapport and encourage them to discuss any individual learning needs. These persons are trained to signpost for guidance and counselling if required. Assessment Once learning has taken place, there are various methods of assessment that are used. Within basic skills, learners are given a choice of completing assignments which are paper based or tests that can be taken using IT. For those who have to submit a portfolio, they are given the option of using IT to produce their work. There are also dictaphones available to record case studies, professional discussions or oral questioning as appose to written questions. These strategies in place show differentiation for individual needs are being considered. As well as the usual methods of assessment, learners also get a review which is carried out every four weeks. In this review, their progress is monitored and feedback is given on their performance. The Tomlinson Report (1996) shows us that monitoring progress and providing effective feedback contributes to effective inclusive teaching. Within their basic skills support sessions, further feedback is also given as part of their literacy/numeracy ILP. All learners at the end of their visits are given a Training And Support Log (TASL) which gives them feedback on any work produced. Conclusion Following this investigation, I have reached the conclusion that the organisation is reactive as appose to proactive with regard to inclusive learning. As a training provider, XXXXXX XXXXXX are genuinely non-selective about the learners who complete a programme. Many of the learners face a number of obstacles to engaging in learning including low educational attainment, a lack of basic and/or personal skills, caring obligations, homelessness, lack of self belief, confidence and self worth. Despite this, over 70% of the young people that are supported leave with a positive outcome. The 14-19 Education and Skills White Paper state that 12. 5% of the NEET group have learning difficulties and/or disabilities. If XXXXXXtraining wishes to continue aiming to offer inclusive learning and reduce this NEET cohort, there is a need to train staff by offering CPD in inclusive learning and ways of developing an inclusive learning strategy within the learner process. There are different teaching approaches within the organisation. (Tilstone et al. ,1998, p. 6) states ‘a key issue in promoting inclusive practice must be a reappraisal of the training provided to teachers and other professionals’ From my observations, I feel that this is an accurate assumption to make. I have been able to observe many sessions over a period of time and have seen that tutors need training on how to incorporate inclusive learning strategies within their lesson plan. Smith and Armstrong (2005) also discuss how providers should establish a strategy for sharing best practice within an organisation. XXXXXXhave meetings for every subject route on a quarterly basis. Although this is an excellent way of sharing best practice, inclusive learning should be listed as an agenda item to ensure that it gets the attention it requires. Although everything is done during the learner process to ensure that equal opportunities and diversity are managed, XXXXXXhave a bullying and harassment procedure in place and also a grievance procedure that prospective, current and past learners can instigate if they wish. From carrying out research into inclusive learning within XXXXXX XXXXXX, it has been shown that on the whole, a lot of work goes in to meeting the individual needs of the learner and offering a positive learner experience. Having now completed this research, it has made me aware of the financial restraints of the organisation. I feel that I will carry out my role as ATP differently when training staff and mentoring. When working towards curriculum design, I will also ask myself the question â€Å" How can I make it more inclusive? † and from this, I feel that this has played a big part in my CPD. Bibliography †¢ACCESS UNIT. (2006, December 18). Access Unit – Making Information Accessible to Disabled Students. Retrieved December 8, 2008, from University of Bristol: http://www.bristol. ac. uk/accessunit/disabilityinfo/accessible33. html †¢ADAMS, M. , & BROWN, S. (2006). Towards Inclusive Learning in Higher Education. London: Routledge . †¢BLOOMER, M. , & HODKINSON, P. (1997). Moving into FE: The voice of the learner. London: Further Education Development Agency (FEDA). †¢CLOUGH, P. (1998). Managing Inclusive Education. From Policy to Experience. London: Sage. †¢CSIE. (2008, April 30). About Inclusion. Retrieved December 15, 2008, from Centre For Studies On Inclusive Education: http://inclusion. uwe. ac. uk/csie/csiefaqs. htm †¢DCSF . (2008, July 02). Education, Training, Employment. Retrieved December 10, 2008, from Department for Children, Schools and Families. http://www. dcsf. gov. uk/14-19/index. cfm? go=home&sid=26 †¢Every Child Matters: (2008, July 02) Change for children: Retrieved December 15, 2008, from Every Child Matters http://www. everychildmatters. gov. uk/ete/ †¢FEFC. (1996). Inclusive FE: Report of the Further Education Funding Council Learning Difficulties and/or Disabilities Committee CSIE Summary. Bristol: Centre for Studies on Inclusive Education (CSIE). †¢GREEN, M.a. (1998). Initial Assessment To Identify Learning Needs. London: Further Education Development Agency (FEDA). †¢LEARNING AND SKILLS DEVELOPMENT AGENCY. (2002). Access For All. London: DFES. †¢MCGIVNEY, V. (2003). Working With Excluded Groups. Leicester: National Institute of Adult Continuing Education. †¢OPEN UNIVERSITY PRESS . (2006, December 30). Inclusive Teaching. Retrieved December 12, 2008, from Open University Press: http://www. open. ac. uk/inclusiveteaching †¢SMITH, V. , & ARMSTRONG, A. (2005). Beyond Prejudice; Inclusive Learning in Practice. London: Learning and Skills Development Agency. †¢TILSTONE, C. , FLORIAN, L. , & ROSE, R. (1998). Promoting Inclusive Practice. London: Routledge Falmer. †¢WELSH ASSEMBLY GOVERNMENT. (2008, September 29). Delivering Skills that Work for Wales: A new approach to adult community learning. Consultation Document 057/2008 . Caerphilly: Department for Children, Education, Lifelong Learning and Skills. †¢What is SENDA 2001? (2007, January 22). Retrieved December 13, 2008, from Hobo: http://www. hobo-web. co. uk/tips/12. htm.