Organizational Culture Analysis Manager at Walmart

Modern globalization has affected organizational culture greatly. Nowadays, people from different countries have an opportunity to work abroad. Of course, some specific difficulties may appear. It is essential to consider the organizational structure and culture before applying to the company position as there are several factors which may affect human behavior. Speaking about organizational culture it may be defined as follows.Advertising We will write a custom essay sample on Organizational Culture Analysis: Manager at Walmart specifically for you for only $16.05 $11/page Learn More Organizational culture is â€Å"the set of shared, taken-for-granted implicit assumptions that a group holds and that determines how it perceives, thinks about, and reacts to its various environments† (Kinicki, Kreitner, 2006). Employees’ behavior depends on the organizational culture. Working as a manager in Walmart, I noticed the importance of the issue. Ob servable Artifacts Each organizational culture consists of the following layers, observable artifacts, espoused values, and enacted values. Observable artifacts are the visible aspects of the corporate culture which may be considered by everyone who wants to get to know more about the company (Kinicki, Kreitner, 2006). As for Walmart, people are able to check the corporate vales of the company at its website which states that Walmart cares for the services offered to the customers, respects each individual, and strives for excellence. Moreover, observable artifacts of the organizational culture are the stories of success of separate people and of the particular stores. Decorations, dress and even advertising are the observable artifacts of the company. Looking at the staff it is possible to understand that the company image is rather high, and the observable artifacts are on the level. Espoused Values Espoused values are the values which â€Å"are expressed on behalf of the organi zation or attributed to an organization by its senior managers in public statements† (Khandelwal, Mohendra, 2010) but they are distinct from the really practiced ones. One of the main purposes of such values is to create a specific image of the company, still, without the intention to realize the mentioned facilities in practice. There are may be a lot of reasons why companies refer to such strategies. Speaking about Walmart, I managed to notice the following espoused values which were not realized but which were substituted with the specific practices. Thus, declaring about the company customer obsession Walmart practiced communication skills as the substitution. The place of innovation and creativity was substituted with mere innovation which is a common practice in all organization. Declaring the desire to openness and learning, the top managers of the store stressed on hardworking. Enacted Values Enacted values, contrary to espoused vales, are the norms which are practice d in the corporation in reality. Thus, it does not matter how the company wants to look like and which norms it proclaims, the enacted values are specifically the issues the company peruses (Phillips, Gully, 2011).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Speaking about Walmart, the staff is to follow particular rules and norms of behavior, for example, the discipline is followed there greatly. The company has specific corporate traditions, such as celebration of the employee’s birthdays and particular attention to the customers who have chosen the store. Therefore, it should be concluded that each company has three layers of values which may be expressed in various forms and with peculiar power. Thus, some companies may have more enacted values (such as Walmart) and others may refer more to the espoused ones. Reference List Khandelwal, K. A., Mohendra, N. (2010). Espoused o rganizational values, vision, and corporate social responsibility: Does it Matter to organizational members? Vikalpa, 35(3), 19-37. Kinicki, A., Kreitner, R. (2006). Organizational Behavior: Key Concepts, Skills Best Practices, 4/e. New York: McGraw-Hill/Irwin. Phillips, J. M., Gully, S. M. (2011). Organizational Behavior: Tools for Success. Stamford: Cengage Learning. This essay on Organizational Culture Analysis: Manager at Walmart was written and submitted by user Makai Guy to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Death Penalty and Juveniles.

The Death Penalty and Juveniles. The Death Penalty and JuvenilesThe death penalty is an extremely heated debate, and many people are very emotional when taking about the issue. Organizations have been formed that support both sides of the argument and have tried over the years, through lobbyists, to sway the opinions of congressional leaders to take their side on the issue. Even more heated than the debate of the conventional use of the death penalty is the use of the death penalty on juveniles. Many think that juveniles possess the mental capacity to knowingly commit a crime and know the possible consequences of the crime. Then there are the few that think that the legal system needs to take pity on juveniles because they are too young to understand the consequences. Juveniles should not be spared the death penalty because they possess the mental capacity to commit the odious crimes that adults also commit and should be treated with the same consequences.Death-penaltySome people think the death penalty is too high a price to pay for a juvenile who is just going through adolescence and who does not have the full mental capacity required to understand the punishment associated with committing a crime. Anti-death penalty types think that the death penalty is too cruel and inhumane a punishment for a juvenile that has committed a very cruel and inhumane crime, like murder, to get on death row in the first place. They do not think that these "children" should be held accountable for acts they apparently do not fully understand they are committing. These people think that if a judge sentences a juvenile to the death penalty then the judge is essentially killing the future of America, but if the future of America is committing crimes heinous enough to warrant the death penalty, then...

Introduction to HIV/AIDS

Introduction to HIV/AIDS NAMES OF MEMBERS K.J. TIKISO M.J. MOHOLOHOLO M.R. MATUKA J,M. MOHOLO M.O. MLOTUMI HIV and AIDS outline (Foreword): HIV and AIDs is the most threatening disease which everyone on this planet earth is scared to contact the virus, simply because there is no medication found to cure the virus yet. The disease leaves most of the children without parents and some instances with single parents. An unfortunate part about the disease is that some of the health workers don’t have choice to when it comes to which patients they can treat, e.g. Hospital workers and Emergency Service workers. The aim of these projects set as and educational (awareness) tool, identify methods of counselling and support services in the emergency medical service environment. Glossary of terms AIDS- Stands for Acquired Immune Deficiency Syndrome which means the body loses its ability to fight infections; HIV weakens the immune system Anal intercourse -Penetration of the anus of a man or female Antibody- A specific protein made by a person’s white blood cells to fight a disease; for example, antibodies are produced against the different kinds of colds, flu and HIV. Anus- Opening at back of body through which waste matter is AZT A – drug that attacks the HIV/AIDS virus and slows down the disease. Blood transfusion receiving blood after a major accident or certain operations. Carrier – Someone who is infected with HIV/AIDS. Condom- A contraceptive usually made of thin latex rubber and worn on an erect penis; condoms greatly reduce the chances of both males and females catching sexually transmitted infections, including HIV/AIDS Confidential- Information that must not be told to others. Counselling- Talking to someone about their concerns and helping them deal with their problems; pre-test counselling involves talking to someone and explaining the consequences if the result is positive. Counsellor – Someone who listens to your p roblems and gives you advice. Co-workers- Means people you work with. Diarrhoea- Upset (runny) stomach Discharge- Pus or moisture that oozes from an infected area. Discrimination- Treating people unfairly or differently from yourself based on prejudice. Donating blood- Giving blood to be used in medical emergencies. Epidemic – A disease that spreads fast from one person to another person. Expiry date- Date limited for something to be used for certain period. False negative- Is a blood test for HIV that does not clearly show the presence of HIV in a particular person with HIV; this may happen if the test is done before the person has developed antibodies that will show up in a test. False positive- A blood test for HIV that shows the presence of HIV in a person who does not have HIV; this happens when the test finds antibodies to another organism. Female condom – A contraceptive usually made of thin latex rubber and worn inside the vagina; to reduce the chances of both males and females catching sexually transmitted infections, including HIV/AIDS. Germ- Tiny, living things that may bring illness. HIV- Human Immunodeficiency Virus.

Essay Example | Topics and Well Written Essays - 250 words - 91

Essay Example The methodology includes quotations, plagiarism, citation, parody, textual, imagery, and metaphor. The drive behind adopting intertextuality can be varying and diverse. It can be used to propagate an acclaimed theory, quote someone’s exclusive thoughts to make a point, or to promote and popularise cultural orientation and fashion/ lifestyles of different regions. Intertextuality is also applied to explain certain ambiguous concepts of any literary or artistic work. Furthermore, it can be adopted to present a brand-new perspective on an existing work. Sudha Shastri provided a perfect example of intertextuality by pointing out the fact that Jean Rhys wrote â€Å"Wide Sargasso Sea† (1966) to present a neutral and modernized take on Charlotte Bronte’s classic novel â€Å"Jane Eyre† (1847). (2001, p.3) Steven Pressfields The Legend of Bagger Vance (1995) borrowed its plot from the epic Hindu verse Bhagvad Gita. (Byrd, 2007, p.3) Similarly Jane Austen’s m asterpiece literature Emma was the influencing factor behind Amy Heckerling’s year 1995 movie Clueless. (Baker, 2008, p.534) Story sack is an innovative concept to make kids learning process at school fun-filled and effective (Browne, 2007, p.76). It is an over-sized cloth bag that contains additional props related to a story such as audio-visual sources like CDs or DVDs, toys and models of the characters, games, and entertaining activities like jigsaw puzzle or painting related to the story. Chris Dukes writes that it is an interesting way to â€Å"illustrate the story and make shared reading a memorable experience† (2007, p.84). It not only enhances the process of story-telling but teachers, and parents can also aptly utilize the concept of intertextuality to teach kids about numerous other aspects of life like positive virtues, beliefs, and values by opting for making story sacks on intertextual books. For example, biblical stories and their adapted cinematic

Short story about a family who is attacked by a ruthless loan shark Essay

Short story about a family who is attacked by a ruthless loan shark after defulting on their loan - Essay Example She recently had to take this job for some definite reason. Jonathon and Lisa had two sons and a little daughter. The first son, Jack studies in the seventh standard, the younger one in the fifth and was named after his grandpa Edward. Their only daughter, as white as lily and sweet as a pie was named Alice. She was only three years old. It was always hard for Lisa to carry Alice to the workplace but she had to. As at that point of time it was never possible for her to arrange a baby sitter for young Alice. Brighton is a tourist place in England and Kemp is most famous for its summer beaches. Every year almost eight million tourist visits Brighton and Jonathon was a manager of an inn so his job was secured and the family was happy enough till the time Jonathon didn’t fall prey into the hands of the money-lenders. Lisa always wanted their sons to receive good education but unfortunately this dream fell very short to Jonathon’s exquisite dream of buying a heritage car. Jonathon’s father was a rich businessman and he renovated the large beach house. This house was gifted by the Royal Family to Jonathon’s great grandfather Henry for saving the drowning prince when the Royal Family once visited Kemp Town Beach. Though there was always a separate Monarch’s Way situated at the west along the seafront above the beach, still it remains a mystery that amidst so many attendants and servants what Henry was actually doing there. It is said that Henry actually received this house as an ancestral property by marrying Maria, who was a daughter of a rich fisherman and as a wedding gift, Henry was awarded this house. But some where there was a bit problem in the constitution of thoughts or a habit that was carried forward to the forth coming generation is a point of debate and lets not beat around the bushes. The point of contention from this incident is clearer than the blue water of the sea which was visible from the bedroom of the beach house. The family was a bit

Minor Characters With Major Influence Essay Example for Free

Minor Characters With Major Influence Essay Addie Bundren was a strong but mysterious woman. She had many children that loved her dearly that would do bizarre things for her. She was a minor character in William Faulkner’s As I Lay Dying but she played a major role in that she affected the actions of the characters of the Bundren family. Jewel is Addie’s third child but not Anse’s child. Jewel is the product of an affair that Addie had with Whitfield, the town minister. Addie spoiled Jewel because he was a symbol of her happiness with Whitfield. Jewel constantly pushes his luck with Addie, getting into all the trouble he can possibly think of, but he loves his mother. Jewel just wants Addie to be able to die in peace and quiet without Cash sawing away at her coffin where she can see and Dewey constantly fanning the air away from Addie’s face (Faulkner 15). Jewel’s love for his mother is more openly expressed when he runs into the barn to save her coffin from the burning barn (Faulkner 222). Anse is so determined to carry out Addie’s final wish and bury her with her relatives in Jefferson. It takes the Bundren family nine days to deliver Addie’s dead body to her final resting place. During the journey Darl tries to destroy the coffin in a barn fire (Faulkner 219). Darl loves Addie just like Jewel and can not bear to see her memory desecrated by this long journey so he tries to burn the body. By this time Darl seems to have started to go insane. Really Darl is the only sane person on that whole trip. He tried to get rid of the putrid corpse and let his mother be remembered with her name still intact. Cash labors day and night over his mother’s coffin, cutting each board carefully and showing them to Addie basically saying ‘Look at the wonderful job I’m doing for you’. Cash even continues on the journey after he broke his leg while saving Addie’s coffin. Even after his leg begins to fester and swell, he never complains about it paining him. Cash’s selflessness is unwavering as he makes this journey for Addie and his family to lay Addie to rest. Cash even refused medical attention until there journey was complete because of his devotion to Addie and her wishes. All in all Addie Bundren is a very important in William Faulkner’s As I Lay Dying even though she is rarely heard throughout the novel. She is a major influence on her family. She had the most influence on Darl, Jewel, and Cash, her older sons. Her influence causes her family to do bizarre and dangerous things for her to honor her memory. Works Cited Faulkner, William. As I Lay Dying. New York: Random House Inc., 1990. Print.

My 1000000 Purchase :: essays papers

My 1000000 Purchase I have given some thought to a big purchase after I get out of college. It will probably be a new car. I have always loved Volkswagens , and I think I would like to purchase a New Beetle. I own a 1961 VW Beetle, also known as a type 1. It is Cherry Red, and that is why I picked a New Beetle the same color. Through a lot of looking I have found a Cherry Red, 1998 VW New Beetle. It has 3,923 miles, power windows, locks, brakes, and tilt steering wheel. It also includes a sports pack. Which is alloy rims, rapped in 15 inch Michelins and a chrome dress up kit for the engine and exterior along with wood dress for the interior. You gain some speed with some help from a racing series transmission, from Empi motor sports. The price is $18,495, plus 6% sales tax. Taking the car to a total of $19,604. But, remember that in the state of PA it is illegal to drive without insurance on you automobile. So, I have added another $1,200 for a year of insurance. This car is rated as THE safest compact car on the road today. Provided by dual side airbags and passenger/drivers side airbags too. And with every car is a factory installed security system. With the price of insurance, sales tax, plus the purchase price, the total is a whopping $20,804. How may he buy that you say? Well, my great grandmother (god rest her soul) has left me $25,000 to do what I may with. I will only be spending a fraction of the money so, I have thought about installing a decal kit on the body along with a ground effects kit. This will take a little money. It racks up to $2,370. I have even thought about sticking a nice stereo system in it so I can rock and drive. It will probably be a Rockford system with enough speakers and amps to lift me off the ground.

Individualized Education Program Essay

All children and young people have rights. Most references to rights are about what is recieved to children from others, particularly from their parents and the goverenment and its agencies. Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. They should, where possible, participate in all the decision-making processes in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes They should feel confident that they will be listened to and that their views are valued. Most schools now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment. The policies may be a number of separate ones or combined in one policy covering all the relevant areas. The policies should show how the school relates to the main policies affecting the special educational needs. These include:- * Disability and access * Gifted and talented pupils * Race and cultural diversity. * Special educational needs * Inclusion and equality of opportunity * Safeguarding and bullying â€Å"Special Needs† is such a massive topic that has different areas to make it complete. Children with special needs may have mild learning disabilities or profound impairment; food allergies or terminal illness; developmental delays that catch up quickly, occasional panic attacks or serious psychiatric problems. The designation is useful for getting needed services, setting appropriate goals, and gaining understanding for a child and stressed family. Children with special needs are children with a variety of different disabilities, health and mental health conditions that require special intervention, services, or support. Parenting a child with special needs can be particularly challenging. Fortunately, children with special needs and their families may be eligible for services to address their unique needs, many of which are free. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age b) have a disability which prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. The overall aim is that children and young people with special educational needs and disabilities will have improved health, independence and wellbeing so that they will enjoy childhood, achieve their potential and make a positive contribution in their lives by having timely access to local support and local schools which meet their needs. Special educational provision means: a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the local education authority, other than special schools, in the area. b) for children under two, educational provision of any kind. Some children may be able to catch up with their peers with extra help in the form of short term targeted interventions or a differentiated curriculum, but may not have a special educational need. It is when this support does not help a pupil to progress that he or she will need to be assessed further and support planned, in liaison with parents, carers and other professionals. The child should have a voice in this process. There is a graduated approach to identifying and providing support to meet these needs. The law says the child has special needs if their learning difficulties are caused by physcially disabilites mental emotional and behaviour problems difficulties in reading, writing maths etc†¦ speech diffiulities About 1 in 5 children have learning difficuties at the same time in thie school likfe. Most of these children end up going to a mainsteam school. Children with statement aften atten mainstram school. The Role of the SENCO Early education settings, except specialist SEN provision, will need to identify a memberof staff to act as the special educational needs coordinator (SENCO). In the case of accredited childminders who are part of an approved network, the SENCO role may be shared between individual childminders and the coordinator of the network. The SENCO should have responsibility for: ? ensuring liaison with parents and other professionals in respect of children with special educational needs ? advising and supporting other practitioners in the setting ? ensuring that appropriate Individual Education Plans are in place ? ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated. The SENCO should take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues and in monitoring and reviewing the action taken. The SENCO should also amke sure that appropriate records are kept including a record of children at school Action A and School Action Plus and those with statements. They usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action. STATEMENT A statement of special edcuaution needs is a legal document, it decsribes all the needs of the child. Also the special help they require. It takes into account the advice from speech therapist, gp, nurses, teacher councilors etc†¦. The law sasy that all state schhols must do their best, provide full proper education and give the best posible learning for them including inclusion. The law has dealt with special education needs 1993 ducation Act  which replaces the 1981 Act. The 1993 Act states and issues the â€Å"code of practice†. This was issues by the secreatary state and is still being used today. CODE OF PRACTICE Code of practice gives quidence and how to identfy and access special educational needs. In 1978 the warnock committee looked at the needs of the child and not at the handicap. In 1982 the educatio Act encouraged the intigration of the needs and the handicap, This resulted in the statementing process. The Code of Practice suggest 5 stages of action: 1. the class teachers, assistant identify the child SEN needs and takes ential action 2.the school SEN co ordinator takes the lead responsibility. 3. the school is supported by outside specialist 4. the lEA decides whesather a satuortory assessment is nesseccary 5. the LEA considers whether a statement is considered. SEN SPECIAL NEEDS STATEMENTING CODE OF PRACTICE IMPACT OF SEN ON SIBLING AND FAMILY SUPPORT FOR DISABILITY HEARING IMPAIRMENT AUTISM ADHD DOWN SYNDROME DYSLEXIA When a child is identified with a need they are places on a SEN registor withing the schools. Teachers, TA offer support through differenciation. They also support through planning IEPs in place with specific subject and cross cirrcular TARGETS. Targets need to be realistic short term, measurables, smart, achievable, time bound. When targets are set Smart language has to be used. example of smart language which can be easurale : MAKE CREATE WRITE DESIGN and words that are not considered as smart: UNDERSTAND KNOW SHOW Targets set in the IEP should be â€Å"SMART†, which stands for: S specific, so that it is clear what the child should be working towards Mmeasurable, so that it is clear when the target has been achieved Aachievable, for the individual child. Rrelevant, to the child’s needs and circumstances Ttime-bound, so that the targets are to be achieved by a specified time Class and subject teachers and TA support IEPs implementation. SENCO is responsibily for planning, monitoring, and reviewing the SEN provision and the student progress. Termly reviews of the progress are advisaby those on going minireviews are also very important. 1st step for children who have some special needs – SCHOOL ACTION A †¢ School action: the school is able to meet the pupil’s needs with in house interventions, staff and resources. Students can move off the school action A IEPs if sufficient progress is achieved. SCHOOL ACTION PLUS †¢ School action plus: the school is able to meet the pupil’s needs with in house resources but has support from outside agencies, for example, the local authority’s educational psychologist. It is a school responsibility to get support from external agencies. The students is placed on a SEN registor for school action plus. A new IEP is divised in conjuction with the external agencies. Class teachers and TA support the new IEP or implement it in the class or on a one to one basis. SENCO takes the lead monitoring reviewing, co ordinating. If there is progress made the pupil goes back into school action A. If there is progress in school action A then they will be taken off the SEN registor. However if after 2 school action plus reviews, progress is not statutory or has gone worse, the schoolnegoiates with the parent, request the ivolvement of the LEA, asking them to make an assessment. The assessment statutory : parents and school, the LEA to undertake a statutory on a child identifying with SEN. The LEA can take up to 6 weeks to consider whether to approve the application. Then the LEA will take 10 weeks to undertake a essay for the SEN child. Lea will request reports, evaluation, assessments from head teachers, teacher, nurses, gp, SENCO, parents and cares. Following the outcome of statutory assessment the LEA takes 2 weeks to notify to the parenst of their intentions whether they will issues a SA or suggest approriate. The statement of SEN is issued by the LEA only when the mainstream school are unable to meet the needs of a child with it exsisting resources and equipment. Parents then recieve a draft statement, then 8 weeks are given to be finanlized. A statementt is a legal document, procedures are put into place to monitor, review, evaluate the childs progress in a school that is fit for the child or purpose. They also support with transport need, dietery needs, aid needs. The statement LEA is then reviewed annually at which point it can be amended or seized according to the child progress. Statement of special educational needs: the pupil’s needs are severe or complex enough to require additional funding and resources to supplement the school’s support. Referrals for statutory assessment can be made by the child’s school or setting, a parent, or an agency such as a health is The Language of Disability Using the correct termonilogy when discussing the term DISABILITY is important, as use of bad language re enforces stereo types and influnences people attitude. Perhaps the best use of language is â€Å"deaf and dumb†. These words are extermly negative and makes acrossition between deaf and stupidity or having lack of inteligence. It also unlikely that the person is totally deaf. In the context of seacking most deaf people have some degree of speech, although this may be limited because of their inability to learn to say words which they can not hear. So they are not dumb. Eg: victim of †¦Ã¢â‚¬ ¦. person who has†¦. crippled by †¦.. person who has†¦. invilid †¦. person with†¦.. mental†¦.. person with†¦. disabled†¦ disabled person†¦ handicaped.. disabled person†¦ deaf and dumb.. person with hearing visual or speech mongoloid†¦. person with down symdrome abnormal†¦. different†¦Ã¢â‚¬ ¦ Disability, is a impairment that has a long term and substantial effect on a child’s ability may amount to a disability. This may include sensory impairments, such as those affecting sight or hearing, or hidden impairments such as dyslexia, autism, speech and language impairments, and attention deficit hyperactivity disorder. The Disability Discrimination Act 2005 builds on the 1995 Act by requiring all schools to produce a Disability Equality Scheme (DES). The DES must set out ways that schools promote equality of opportunity and promote positive attitudes towards pupils, sta? and others with disabilities. In addition there must also be an Access Plan. This plan must identify how discriminatory barriers are removed. For example: ?an improvement to the physical environment, such as ramps, room layout, lighting ? providing information in di? erent ways for children with a disability, such as audio, pictorial, larger print. Children or young people with medical needs such as diabetes or epilepsy would also be considered to have impairment and therefore be disabled if he or she: a) relies on medical treatment or aid in order to able to be able to carry out normal day to day activities (except needing to wear glasses or contact lenses). b) has a progressive condition (such as cancer, multiple sclerosis, muscular dystrophy or infection) or  c) has a severe disfigurement which affects normal day to day activities. Legal entitlements Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. The rights of children and young people with special educational needs and disability are set out in the Disability Discrimination Act 1995 . This includes the right to have their needs met without having to wait for a diagnosis. Equally a diagnosis alone does not mean that a child is covered by the act. It is the effect on a child’s ability to carry out day to day activities that has to be considered. Special Educational Needs and Disability Act 2001 Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. The Special Educational Needs and Disability Act (2001)11 strengthened the right of children and young people with special educational needs to equality of access to education, and in particular, to a mainstream school. A statutory duty on local authorities and schools: †¢ not to treat disabled pupils less favourably for a reason related to their disability. †¢ to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage to those who are not disabled. †¢ to plan strategically and make progress in improving accessibility for disabled pupils over time, by: – increasing access to the curriculum – making improvements to the physical environment of the school to increase access to education and associated services – making written information accessible in a range of different ways for disabled pupils, where it is provided in writing for non-disabled pupils. Race Relations Act 2000 Outlines the duty of organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allows them to take action against authorities when their rights have been affected. Children Act 1989 Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare Children Act 2004 Sets out the duty to provide effective and accessible services for all children and underpins the fi ve Every Child Matters outcomes Education Act 1996 Sets out the school’s responsibilities towards children with special educational needs. The Act also requires schools to provide additional resources, equipment and additional support to meet their needs Equality Act 2010. Sets out the legal responsibilities of public bodies, including schools, to provide equality of opportunity for all citizens. This brings together nine equality laws The Special Educational Needs Code of Practice 2001 This outlines the statutory guidance for policy and the procedures and responsibilities towards children with special educational needs. It includes the levels of support which should be provided to children, depending upon their individual need. Local authorities and schools are required to develop accessibility strategies and plans to demonstrate this. Children and young people with special educational needs and disability also have a right to have their disability equality positively promoted. Local authorities, schools and educational settings have a duty to ‘take a more proactive approach to promoting disability equality and eliminating discrimination. With this came the requirement to publish disability equality schemes and measure their impact, engage disabled stakeholders, and audit the needs of disabled children and adults within the community. Children with disabilities have poorer outcomes across a range of indicators. These include lower educational attainment, poorer health, more difficult transitions to adulthood and poorer employment outcomes. Families of disabled children are less likely to have one or both parents in work, and are more likely to suffer family break up. Siblings of disabled children may be more likely to suffer from emotional and behavioural problems. WITHIN THE SCHOOL 6. The school must appoint a SEN co ordinator to run a special needs policy 7. By observing, reporting, target, work being set, the SEN co ordinator must keep records and reports of all the children with needs 8. SEN co ordinator has taken lead responsibilty to draw up plans for indiviual childrenthey have to be reviewed each term 9. From sept 1994 all schools were obligied to publish their special need policy. For all the above to work the following conditions within the school environment must exsist. 10. A strong management of head and staff that are committed to speial needs. 11. They need to have good commnication and all â€Å"need to know basis† nformation is showed. 12. A whole school approach with everyone following same procedures 13. Inservice training, SEN is esstenial (current legisalation, current issues, everything updated) 14. Provision of adaquates, children persecfic resources to support the childs needs, specific to their ability 15. High profile educational needs, teachers should be an important part of their school life However school must be careful not to discriminate against pupils with SEN or disablity. There is a difference between SEN and disability. Not all children with disability will have a special edcuatonal need or visa versa. SEN is a relative term and the need is some what dependant on the learning environment. The effectiveness of teaching and the task to be done. Early recognition and intervention Early intervention has lasting benefits, providing a sound foundation for future learning and development. It enables some children to catch up with their class mates and for those who need support on a continuing basis it means thatbhelp is available as early as possible, reducing the risk of long-term under achievement. However, there are a number of factors that get in the way, including poor co-ordination between education, health and social care leading to gaps in support, shortfalls in the availability of childcare for disabled children, dif?culties in refocusing funding to support earlier intervention: Improving support for children with special needs from birth. Children develop and learn from the moment they are born. The ? rst few years are a crucial developmental phase, which do much to shape a child’s life chances. The role of parents in supporting their child’s learning in the early years, more than any other phase, is absolutely critical. Improving childcare for children with SEN and disabilities. Parents of children with SEN and disabilities have more dif? culty than others in ?nding suitable childcare. Key points include: 16. promoting a co-ordinated approach to early education and childcare 17. improving information on the availability of suitable childcare locally through Children’s Information Services and Childcare Link, and through 18. helping families to meet the additional costs Improving SEN advice and support to early years settings Raising the skills and awareness of staff in early years settings Removing barriers to learning Inclusion is about much more than the type of school that children attend. It is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school. But we know that the reality does not always match this. Schools and early years settings still vary enormously in their experience in working with children with SEN, and in the specialist expertise and resources available to them from other schools, local authority education and social services, health, and voluntary organisations. Schools should have the con? dence to innovate and with the skills and specialist support they need to meet the needs of all pupils successfully. How do school complete this with the help of local authority, parents, teacher and other specialist is by many ways: †¢ special schools providing education for children with the most severe and complex needs and sharing their specialist skills and knowledge to support inclusion in mainstream schools †¢ schools working together to support the inclusion of all children from their local community, backed up by good quality specialist advice from the local authority and health services, working in multi-disciplinary teams †¢ parents with con?dence, that, in choosing a local mainstream school, their child will receive a good education and be a valued member of the school community. †¢ help schools to develop effective inclusive practice through a Inclusion Programme bringing together education, health, social care and the voluntary sector †¢ provide practical tools and materials for schools and local authorities to improve access for disabled pupils †¢ clarify the future role for special schools, giving a strong focus to high standards and partnership working with mainstream schools and encouragement to participation in full †¢ take steps to improve the quality of education for children with more severe behavioural, emotional and social dif? culties †¢ work with the SEN to improve planning †¢ develop practical guidance on reducing reliance on high cost placements in residential special schools †¢ set minimum standards for SEN advisory and support services, to achieve greater consistency in quality, availability and cost effectiveness. Widening opportunities in mainstream education is very important when removing barriers. Dif? culties in learning often comes from an unsuitable environment or inappropriate grouping of pupils, in? exible teaching styles, or inaccessible curriculum materials – as much as from individual children’s physical, sensory or cognitive impairments. Children’s emotional and mental health needs may also have a signi? cant impact on their ability to make the most of the opportunities in school. Schools are committed to removing the barriers to learning that many children encounter in school. The National Curriculum contains a statutory statement, Inclusion – providing effective learning opportunities for all pupils. All OFSTED inspections reports implementing this requirement. Schools need to become more effective at responding to the needs of individual pupils through a Inclusion Development Programme. The programme will support partnership projects involving education, health and social care, voluntary organisations, higher education institutions, special and mainstream schools, and early years settings to develop. The aim is to develop evidence base about what works and build about how to implement good practice most effectively. Focusing initially on: †¢ autistic spectrum disorder (ASD) †¢ behavioural, emotional and social dif? culties (BESD) †¢ speech, language and communication needs (SLCN) and dyslexia †¢ moderate learning dif? culties (MLD). The Inclusion Development Programme will support schools and early years settings through: †¢ teaching and learning resources for teachers and early years practitioners †¢ training materials for, and advice on, effective deployment of learning support assistants †¢ guidance on effective classroom strategies †¢ models of good practice for working in multi-disciplinary teams †¢ information about where to go for more specialist advice and support Another great way when trying to remove barries is sharing expertise between special and mainstream schools. Breaking down the divide between mainstream and special schools to create a uni? ed system where all schools and their pupils are included within the wider community of schools. Educating children with the most severe and complex needs can be harder. However having strengthened parents that choose a mainstream place for their child, at the same time we recognise thatsome children have such severe and complex needs that they require more specialist provision than is currently available in most mainstream schools. Providing transport for children with SEN helps cutting back to cost, which enables children to be included and not at a disadvantage. Improving specialist advice and support for schools, parents, children and staff. Schools need access to specialist SEN advice and support to help them identify and meet children’s needs and to provide back-up when children’s needs suddenly change or crises occur. Raising expectations and achievement Schools provides education that brings out the best in every child, that builds on their strengths, enables them to develop a love of learning and helps them to grow into con? dent and independent. You can see great progress in the achievement of pupils in primary and secondary schools in recent years. But we need to do much more to help all children, including those with SEN to achieve as well as they can, not least if we are to reach the challenging national targets expected of all schools. All teachers should have the skills and con?dence – and access to specialist advicewhere and when necessary – to help children with SEN to reach their potential improved data giving parents and teachers a clearer picture of how well children working below age-related expectations are progressing young people able to follow courses which build on their interests and aptitudes and lead to recognised quali? cations young people with SEN actively involved in decisions about their education and options to have real opportunities for progression, training and work. Schools will: put children with SEN at the heart of personalised learning, helping schools to vary the pace and approach to learning to meet individual children’s needs deliver practical teaching and learning resources to raise the achievement of children with SEN strengthen the focus in Key Stage 3 on young people with SEN who are falling behind their peers Personalising learning for children with SEN embraces every aspect of school life including teaching and learning strategies, ICT, curriculum choice,organisation and timetabling, assessment arrangements and relationships with the local community. Supporting improvements in the quality of special school will help: †¢ promote leadership and management training for special school head teachers and managers †¢ increase access to diversity programmes in the special school sector to improve the curriculum †¢ develop tools to help local authorities to identify potentially failing special schools Its very imortant that schools Improve training and professional development opportunitie. Every teacher should expect to teach children with SEN and must ensure that they are equipped with the skills to do so effectively. This will require action at three levels of skills. Delivering improvements in partnership Schools are more consistency between local authorities in their strategic management of SEN, particularly in their use of statements, the level of delegated funding to schools. †¢ schools regularly reviewing the effectiveness of their SEN , with LEAs providing support and challenge where concerns are raised †¢ parents with greater con? Dence that their child’s SEN will be met in school, whether or not they have a statement †¢ greater integration of education, health and social care to meet the needs of children and families in line with the proposals set out Schools will promote more consistent practice through a team of expert, working closely with the Department for Education, who will provide support and challenge on key SEN issues including the use of statements, management of SEN resources, identifying and sharing good practice and tackling underperformance. The networking and collaboration facilitated by the SEN will support this work. They will make SEN Regional Partnerships directly accountable to the Department for Education and Skills for their work on the implementation of this strategy. Ensure that schools make inclusion an integral part of self-evaluation. Role of teaching assistants who work with children with SEN Teaching assistants who work with children with SEN and disabilities, often referred to as Learning Support Assistants (LSAs), play a valuable role, providing one-to-one support to children with SEN as well as wider support in the classroom. However, research suggests that individual support from an LSA can in some cases lead to less involvement by the teacher, leaving the LSA to deliver most of the curriculum. It is important that teachers and LSAs play complementary roles, avoiding over-dependence on the LSA and depriving the child of teacher attention. Similarly, whilst making due allowance for special needs, it is important that children do not rely excessively on the LSA or solely on one-to-one help. If they are supported to learn within peer groups, they will be better able to develop social and collaborative skills enabling them to move towards increasingly independent learning. Many schools have a mission statement which sets out the commitment of the school which focuses on inclusion and equality of opportunity. They are easily avaliable on their websites or can be asked for. There must also be written policies, designed to re? ect the rights and responsibilities of those within the school environment. Policies should also provide guidance for sta? and visitors to the school on ways to ensure inclusive practice. Schools have to conduct policies for many thing which leads to having many many policies. There may be a number of separate policies or they may be combined. Policies must include ways that schools work in relation to: ? race/cultural diversity ? equality of opportunity/inclusive practice ? safeguarding/bullying ? gi ed and talented pupils ? special educational needs ? disability and access. Policies are developed in response to legislation, codes of practice and statutory frameworks. The di? erent ways in which schools promote the rights and equality of opportunity for children and young people must be included in the policies. There is now a greater focus on the outcomes that is, the di? erence that legislation has made to individuals and groups within the school. Schools must monitor the strengths and any weaknesses in policy as they do with each indiviual student and staff. During school inspections, Ofsted also make judgements about the school’s inclusiveness. Legislation is frequently amended and changed in response to outcomes, so it is important that staff are familiar with up-to-date policies and procedures within your own setting. This help protect not only the pupils but staff and head of the school. The development of legislation, policies and practice should be seen as a cycle. The cycle goes like this: Legislation†¦. †¦. Practice and pr.

Discuss How This Play Might Reflect On Elizabeth I`S Decision Not To Marry

By the time Shakespeare wrote A Midsummer’s Night Dream during the winter of 1595-96, Queen Elizabeth I was well past her childbearing years, past the age of sixty and had not chosen an heir. Given the previous several decades of English history, this made her subjects understandably apprehensive. The fact that she was a powerful ruler who had accomplished much and was relatively benign elicited admiration; however, the fact that she was an unmarried woman would have raised many questions in the minds of people living in and during what essentially was a patriarchal, male-dominated place and time.The initial performance of A Midsummer’s Night Dream may have been attended by Elizabeth. Were this the case and it was known that the Queen would attend, it would not have been unreasonable for Shakespeare to incorporate elements designed to flatter her. On the other hand, Shakespeare’s plays were written â€Å"for the masses† as well. It is not beyond the realm of possibility that some subtle form of political or social criticism might have found its way into the script.In some ways, the structure of the play (one of the few that Shakespeare created from his own imagination without relying on a primary source) is metaphorical of the history of England during the turbulent years of the 16th century; the Duke of Theseus and Queen Hippolyta represent stability in what is essentially a chaotic plot, and this stability is present only at the beginning and the ending of the play.Likewise, the 16th century had opened with the reign of Henry VI, who had restored stability following the War of the Roses; when his son, Henry VIII broke with the Roman Catholic Church over the issue of his divorce from Catherine of Aragon, he unintentionally lit a socio-political fire fanned by the winds of the Reformation, leading to societal upheavals over which he had little control.Following the passing of Henry VIII, three more Tudor monarchs came and went in qui ck succession (Edward VI, Lady Jane Grey and Mary I), each one bringing a change of official religion; Elizabeth I restored stability to English society and began the process of turning the British Empire into a superpower. Elizabeth’s legitimacy was in question because of her Protestant faith, but she was very popular with her subjects. Nonetheless, the question of her marriage came up soon after her ascension to the throne.Rumors at the time suggested that she was in love with the 1st Earl of Leicester, Robert Dudley, but since her council would not sanction marriage to a commoner, she decided not to marry at all. It is more likely that the decision was political, however. Had Elizabeth married, she would have sacrificed virtually all of her power and a sizable portion of her wealth. In the opening scene of A Midsummer’s Night Dream, Hermia refuses the suitor her father Egeus has chosen for her. Theseus outlines her alternatives in no uncertain terms: â€Å"Either t o die the death, or to abjure For ever the society of men.† (Act I, Scene 1, Lines 65-66).Any male monarch (married or not) would have had to a mistress, and no questions would have been asked. The patriarchal double-standard would have made any tryst on Elizabeth’s part a political disaster, however. Furthermore, Renaissance conventions required that a wife be unquestioningly subject to her husband’s authority. Since this would have had significant political consequences, it was in Elizabeth’s best interests (as well as England’s) for her to remain a virgin.On one hand, the play would seem to be critical of Elizabeth in her refusal to submit to male authority, and yet there is something admirable in Hermia’s defiance, willing to risk all for the one she loves. In the last scene of the 1999 film Elizabeth, the Queen declares that she is â€Å"married – to England. † Whether it was personal ambition and desire for power, or a tru e love for and sense of duty toward the nation, the fact remains that had Elizabeth married, Britain would never have become an empire, and the world would be a much different place today.

Essay on Samms Stryo

Essay on Samms Stryo Essay on Samms Stryo Sammy: â€Å"30 Years Later† â€Å"Paper or plastic?† I said. After a while these types of questions are the ones that seem to connect you with the customer. It was a rainy Friday afternoon. Here I was, again. 30 years ago I decided to leave this dump. I thought I would be the Superman of grocery shopping. I left thinking that I had done a heroic thing. After I went home to my parents they gave me the speech of my life. I went thinking that I would be this grand person and become someone important. It’s funny how when you’re a kid you think that you can rule the world and do the unthinkable. Then, life hits you and you see that you are just another person in the world. Eventually, going back to the store helped me realize this. Pitiful and embarrassing are the words that I came back with. I’ve always wondered whether or not those girls still remember me. I mean obviously, as a teenage with raging hormones I noticed them. After thinking about that si tuation, I never again will say anything. You see whether you try to be the nice or bad guy in life you will always come out at the wrong end. So, as this Friday afternoon started coming to the end of my shift, I noticed that the rain began to pick up with a stronger force. It seemed as if someone just decided to pour out buckets of water from the sky. I mean I like the rain but this didn’t seem like the type of rain that would fall all the time. I noticed that many people from the sidewalk started running into the store. I mean I didn’t want to do anything, I was tired of it. I decided to stay where I was and help this lady. The lady had the exact type of qualities from 30 years. The type that checks whether or not you’ve scanned the item twice and right away be there to correct you. This woman wasn’t too old. My age I guess, and well she seemed pretty attractive for my age. I’m sorry to say that I don’t have anyone to say that I love. Thos e girls changed the way I felt so I decided to stay low on the whole Mr. Player attitude. I mean come on. I can dream a little right. So this lady had something about her that I liked. I mean when you’re an old man like me, they just don’t seem to notice. â€Å"Cloth†, she said, â€Å"I know I sound like such a hippy but I just like to carry my own bag. I hope that you don’t mind†. She gave me a flirty look but I acted like I just didn’t care. â€Å"Umm†¦ yeah I guess†, I said. With that, a flash of lightning appeared in the sky. â€Å"Oh my†, she said, â€Å"Do you think that if I went outside I would get wet?† I have never heard a funnier response in my life. I mean if you think about it, who asks that. The manager was coming around again. Reminded me of a panther when you don’t know where he is yet, he just seems to appear. This guy was this young 23 years old. The kind of guy that expects everyone to like him yet you hate him with a passion. He had this short stature and had enough gel in his hair to last him a month. â€Å"What are you doing? Come on†, said Edward, â€Å"Miss, is this man disturbing you?† I looked at the customer, she looked like a Frida. â€Å"Oh no! Of course not! Why don’t you have more people like this handsome. I mean hard-working man in your store!† You know how girls turn into the red scarlet color when they get either well complimented or even if they get just really embarrassed. I turned that color. I mean this brought back that nostalgic feeling of the three girls from almost 30 years ago. Edward just went away with his big long nose in the air. He acted like those people that get proved wrong yet won’t admit it. This lady seemed to be hitting on me. Hitting me with her looks and the way that she talked about me impressed me. Look, I’ll be completely honest. I am a pretty good looking guy for my age. Sure, my co-w orkers have always told me this but I seemed too modest to accept the fact that it is true. Frida was getting her cloth bag into the cart. She kept looking at the rain, then me, then the rain. I mean I knew she wanted something but then again it seemed

Assess the practical usefulness and the relevance of game theory in Essay

Assess the practical usefulness and the relevance of game theory in light of the demanding assumptions behind the concept of the - Essay Example On e would be able to find out the importance and demerit of using Nash equilibrium in the real world. Introduction Game theory refers to the study of the techniques of decision making. The study gives calculated methods of giving a strategic decision in an economic issue. It puts related disciplines of philosophy, mathematics and psychology in making strategic decision making. Since its invention in 1944 by John von Neumann and Oskar Morgenstern, it has undergone severall improvement and applications. The Nash equilibrium is a concept in game theory that gives solutions to games that involves more than one player. In Nash equilibrium, every player makes the best decision considering that the opponent would make their own best decision too. Jon Nash realized that one has no capabilities to tell and predict others’ decisions by only viewing one case. Isolation prevents proper analysis of decisions. In addition, every player knows that there is nothing to gain by changing their strategy. Therefore, the only option left for a player is to get know what one player would do by considering the others’ decisions in the process. Game theory uses the concepts of Nash equilibrium when making an analysis of strategic interaction that occurs between the decision makers. Throughout history, Nash’s equilibrium concept has been useful with practical application in times of war and arms races. Some of the practical applications of Nash equilibrium include; mitigation of members in conflict by use of repeated interactions, determining the point in which people of different preferences may agree to cooperate, occurrence of currency crises, the flow of traffic on busy roads, setting up regulatory regulations and during soccer when kicking penalties (Myerson 2013, p56). In Nash equilibrium, everybody gets involved in a game the moment their fate is a point where the decision depends on the other person playing the game. The game does not have all the practical conditions that exist in the real world. Some of the unrealistic assumption that the game assumes are as follows; the concepts operate in the assumption that the players possess powerful computing techniques, through which, they analyze every situation giving no chance to any faults. Human beings operate under situations that may involve a lot of unforeseen situations. Thus, humans are prone to making incorrect decisions during the period. In addition, the concepts call for radical decisions that raise a lot of questions (Zhao 2007, p89). Another unrealistic nature is that it gives either the optimum or a value at equilibrium. It does not give a true value. In pratically, the scenarios are true and would require two choices giving true results. That is; the results of the prisoner’s dilemma are not as optimum as the theory tends to show. In some of the cases, the concept could be unreliable and misleading the practical user. However, such cases are limited since the Nash equ ilibrium has registered many instances of positive feedback. Nash equilibrium sets up a base in which other theories and practical scenarios can base their applications for success in the real world (Zhao 2007, p77). Conditions that exist in the real world seem to be more complicated that in examples. For example, if an event that two competing companies set their market price at say, $10, one company would attempt to set a slightly lower price to increase its sales, as long

Sexual Life in campas Essay Example | Topics and Well Written Essays - 1000 words

Sexual Life in campas - Essay Example -religious institutions, as well as the strengths and weaknesses of the various research methodologies employed by (Freitas, 2008) and (Smith and Snell, 2009). The ever-changing dynamics of societal relations have incessantly worked to diminish people’s hold on religion. Most people, especially youths between the ages of 18 to 23, are continually moving away from religion by finding refuge in other forms of entertainment. These youths hold the notion that the church has become an annoying place. As such, they have lost the previous clingy stands that they had towards the church during their formative years (Smith and Snell, 2009). Not only has the appeal to embrace stern evangelical positions been pushed out of the window, but also the social cloth that defined the boundaries of right and wrong. To the female students in evangelical schools, the determinant for failing college was not grades, but, failure to get a fiancà © or a husband. Emphasis on getting a man has got nothing to do with religion; this implies that religion has again been given a backseat. This further reflects how people’s stance, even the evangelical school students, towards religion and people’s belief in religion as a social marker has considerably softened. In the evangelical colleges, not many people are secure about their sexual orientations (Freitas, 2008). This kind of insecurity is precipitated by the desire to fulfill religious obligations while at the same time balancing with the real life. In addition, the people in religious schools consider â€Å"saving themselves until marriage a sacred thing† (Freitas, 2008). As such, students who have already been involved in sexual encounters before marriage exhibit feelings of guilt that lead them towards wanting to change their sexual orientations. Most of the students in evangelical colleges consider talking to their partners as very romantic, and they value talking so much. This emphasis on talking does show that communication is