Analysis Paper on Hollydazzle Research Example | Topics and Well Written Essays - 1500 words

Analysis on Hollydazzle - Research Paper Example In this situation, since initial costs are the same for both years, it leads to more operating income. In a normal business situation, we cannot expect an operating income during the first few years as one has to invest a thumping amount of initial cost. Even if a business can reach break even point at an early stage, it is a great achievement. As an etailer Hollydazzle has scope for increasing the volume with less effort and costs compared to any other retailer because customers are moving towards this direction faster than ever. 3. Hollydazzle can also consider outsourcing its warehousing and distribution function. It would have to pay MooV, a warehousing and distribution specialist who has worked with other etailers, 6% of total sales. Should Hollydazzle consider outsourcing its warehouse operations What other factors should Kristin, Eric and John consider in making this decision This will enable a business ventures to diversifying the revenue sources. Of course it will look like an additional cost. But this approach will minimize the current expenses by reducing the risk, staff and other resources such as monitoring time. According to Andrew Neitlich (2004), it will 'also lets you take advantage of people you know who might refer you work, even if it is outside your core market'. This is also some kind of Marketing promotion as their word of mouth will also carry some weight in expanding the volume of transactions. MooV seems to have experience in working with other etailers, which is good. Since the major concern of Holludazzle is the etailer than a land-based store business, they can relive from the hassle of land based activities if they could outsource this activity. However, it is at a price, which means they may have to pay 6% of their total sales to them. Instead of just passing it over to MooV, there are few aspects such as advantages and disadvantages Kristin, John and Eric have to consider before coming to any conclusions.

Psychology Essay Essay Example for Free

Psychology Essay Essay Omkar Kawade Charles Ramskov Psychology Essay Perception can be defined as the process of how an organism interprets a sensation. Many psychologists studied different types of perception, such as Constructive Perception (top-down) that was studied by Rock, Neisser, and Gregory. Another approach of perception was the Direct / Ecological (bottom up) which was studied by Gibson. Constructive (top down) perception is an active and deductive reasoning process. It is seen as an obstacle, object, or any matter that changes your perspective of its view. The way you view the object can be in any matter, but usually it connects back to a memory or an experience that you have had before. For example, a person called Eddie is an active user of a social network called Facebook, in which he has many friends, and talks to them very often. In this chat, he uses emoticons that are made up of keyboard functions such as colon and parenthesis â€Å" 🙂 â€Å". If you take this emoticon and rotate it, you will see a smiley face. When Eddie sees this arrangement of keyboard functions, he sees a smiley face. However, Kevin, a person who has no social interaction through the computer and/or Internet, sees this simply as a colon placed next to a right parenthesis sign. Direct Ecological (bottom up) perception is an inductive reasoning process. Gibson stated his theory of bottom up perception was basically visual perception and the information needed was available from the proximal stimulus that was produced by the distal stimulus. In this case, the example is that Kevin looks at the emoticon and sees only a colon and right parenthesis, but to furthermore find more perception in this symbol, top down perception is needed. Bottom up perception is the visual environmental view of what we see and how we interpret and distinguish certain things apart from each other, while top down perception is how we furthermore establish a different meaning for i t.

Thomas Moore Lacked Common Sense :: Philosophy Essays

Thomas Moore Lacked Common Sense Moore was a great philosopher. He really deserves a hand for his proof for an external world. Moore did something that no other philosopher had done before or has done since; he successfully proved the existence of an external world. Not only did he prove the existence of an external world in fact, but he also did it rather briefly and with no further resources necessary than his own two hands. Once one is acquainted with Moore’s proof, it becomes evident almost immediately just how much sense Moore’s â€Å"common sense† makes. To start with, in the proof of an external world, Moore sets some goals. These goals are to â€Å"clarify the problem of the existence of external objects† and to â€Å"prove that external objects exist† (Goldstein 2002, handout). Moore goes on to prove these goals with his brilliant proof of his theories. The proof as a whole is actually two proofs, one being a sub-derivation of the other. It is beneficial to the student of philosophy if they attempt these proofs as the study Moore. The requirements for the first proof are two hands, so anyone attempting this proof needs to acquire two hands. Now, one must follow Moore’s proof exactly, saying first â€Å"here is one hand, and here is another,† then gesturing with both hands (Pojman 2003, 53). It is important that these steps be followed precisely; else, Moore’s proof is not reproduced but is instead bastardized. The conclusion, which follows from this premise, is that there are two hands. The second proof begins with these premises: 1. If there are two hands here, there are physical objects. 2. There are two hands here. 3. If there are physical objects, there are external objects. 4. There are physical objects. The conclusion that follows is, â€Å"Therefore, there are external objects,† (Pojman 2003, 53-54). So, there is no possible argument that could break so sound a logic as this, if the premises are true then they must guarantee the truth of the conclusion if this is a valid argument.

BP and the Deepwater Horizon disaster Essay

Title: The Analysis of BP and the Deepwater Horizon Disaster of 2010 Due Date: 5/5/13 Word Allocation: 2193 excluding executive summary, headings, tables, references and appendices Executive Summary This report provides an examination into British Petroleum (BP) and the Deepwater Horizon disaster of 2010. It looks specifically at the functional area of organizing from POLC and the framework from how communication and communication networks effected the decision making process on the oilrig. The analysis starts by providing a history of BP and what major decisions throughout time contributed to the organizational structure when the disaster occurred. Findings show that the asset federation model adopted in 1995 took away responsibility from BP’s regional operations and subsequently rewarded each individual site for its performance. This meant the managerial decision making process for each site was geared to time and cost efficiencies rather than that of safety. The establishing of a wheel communication network on Deepwater meant that any proposals put for from line staff, with safety as a priority, were being overwritten by the senior team leader as they were passed on. After the disaster occurred, BP established a Safety and Risk division and instilled staff members on each of its rigs to ensure that the safety message was reinforced on its sites. Table of Contents 1. Introduction Managers are responsible for arranging and structuring work to assist in achieving organizational goals (Robins et al. 2012, p. 14). It is determining what tasks are to be completed, who is responsible for them, how the tasks are to be grouped, who reports to whom and at which level decisions are to be decided (Robins et al. 2012, p. 14). This report analyzes the area of communication and communication networks, from that of the organizing function in POLC (Robins et al. 2012, p. 13), within British Petroleum (BP) and specifically the Deepwater Horizon disaster. It looks at the communication on safety procedures from senior BP officials down to BP sites, the type of communication on key decisions that ultimately led to the sinking of the oilrig and what control measures were put in place to ensure the sustainability of the company. 2. History of BP and the Deepwater Horizon In 2010, BP was one of the United Kingdoms largest corporations and a world leader in the production of energy (Andrew 2010, p. 7). They supplied consumers with fuel for heat, light, transport, petrochemical production and much more (Andrew 2010, p. 7). However in its early years, success and profitability proved quite difficult to obtain (Ingersoll 2012, p. 2). The company that would eventually turn into BP was established in 1909 as the Anglo-Persian Oil Company (APOC) after William Knox Darcy found oil in Iran after an elongated search (Ingersoll 2012, p. 2). Then in 1914, the British Government felt they needed a dedicated oil supply and purchased 51% stake in the borderline bankrupt corporation (Ingersoll 2012, p. 2). They held  onto the 51% share until the Thatcher government period of prioritization occurred between 1980 and 1990 and this led to the final stake being sold in 1987 (Andrew 2010, p. 7). At this point, performance was still declining and in 1992, after a loss of $811 million, the company decided to take severe cost saving measures (Ingersoll 2012, p. 3). Focusing on a streamlined workforce and portfolio of activities, BP’s status started to change significantly in the mid-1990’s (Ingersoll 2012, p. 3). 1998 bought the merger with Amoco and in 2000, the acquisition of Arco (Atlantic Richfield CO.) and Burmah Castrol plc highlighted an aggressive growth strategy (Andrew 2010, p. 9). With the renewed focus on growth, BP also began repositioning itself as a more environmentally friendly company and this lead to a new tagline â€Å"Beyond Petroleum† and an official name change to â€Å"BP† (Ingersoll 2012, p. 3). This lead to the launch of an Alternative Energy division and between 2005 and 2009, BP invested $4 billion into this area with a total company investment of $982 billion (Ingersoll 2012, p. 3). In May 2007, Tony Hayward was appointed Chief Executive Officer (CEO) and his focus was to stem the company growth and reduce production targets (Ingersoll 2012, p. 3). Between 2006 and 2009, BP’s workforce fell from 97,000 to 80,300 and four levels of management were cut as Hayward felt too many people were making too many decisions leading to extreme cautiousness (Ingersoll 2012, p. 3). However, BP has had a colorful history when it comes to safety within its structures (Andrew 2010, p. 14). In 2005, 15 people were killed and another 180 injured when the BP Texas City refinery exploded (Andrew 2010, p. 14). Then in 2006-2007, BP had to shut down its operations in Prudhoe Bay, Alaska due to over a million liters of oil spilling into the North Slopes via corroded pipelines (Andrew 2010, p. 14). Alaskan state regulators had been warning BP since 2001 that management protocol was out of sync with state regulations and that critical equipment needed to be better sustained (Andrew 2010, p. 15). On the 20th April 2010, a floating semi-submersible Drilling Unit named the Deepwater Horizon, exploded and sunk off the Gulf of Mexico killing 11 people and injuring another 17 (Andrew 2010, p. 16-17). BP had leased the Deepwater Horizon rig from Transocean, an oil based industry support company that specialized in deep water drilling (Ingersoll 2012, p. 1). The rig was hired to complete work on the Macondo well, which BP owned the rights too (Ingersoll 2012, p. 1). Of the 126 on board, 79 were from Transocean, seven from BP and the rest from other firms (Ingersoll 2012, p. 1). As of 2010, the Deepwater Horizon disaster was the biggest marine oil spill to transpire in United States waters with nearly five million barrels of oil leaking into the Gulf of Mexico (Ingersoll 2012, p. 2). Decisions made on the type of well casing, the number of centralizers used and the decision to not perform a cement bond log may have contributed to the well blowing out (Ingersoll 2012, p. 1). However, regardless of the ultimate causes, it is worth examining the communication networks within to obtain exactly where the caution over cost message broke down. 3. Managers and Communication Networks Theory Effective internal and external communication is seen as a requirement for organizational success (Ruck & Welsh 2012, p. 1). Organizations need to constantly assess and enhance communication especially in increasingly difficult economic times (Ruck & Welsh 2012, p. 1). Communication can be broken down into two different areas; formal or informal (Robins et al. 2012, p. 405). Formal communication follows a chain of command that typically takes place within the organizational work arrangements (Robins et al. 2012, p. 405). Informal communication does not take place within the organization hierarchy and typically allows employees to satisfy their social interaction needs along with creating an alternative channel to communicate (Robins et al. 2012, p. 405). However this information can flow in a number of different ways. Communication within an organization can move by the following means; downward, upward, lateral and diagonal (Robins et al. 2012, p. 406-07). Table 1 explains how each type and its definition; Table 1: Types of information flow (Adapted from: Robins et al. 2012, p. 406-07) Reinforcement of information flow encourages employees to speak out and adopt a participative approach (Ahmed 2010, p. 122). Mutual dialogue within an organization contributes to the foundations of shared value and trust (Ahmed 2010, p. 122). Both the vertical and horizontal communication flows within an organization can be combined into a number of different patterns labeled communication networks (Robins et al. 2012, p. 407). Researchers have recognized that basic networks of communication can be classified into different types of interaction (Eunson 2012, p. 116) like those shown in table 2 and 3 below Figure 1: Eunson – Types of Communication Networks (Source: Eunson 2012, p. 117) Figure 2: Robins – Three Common Organizational Communication Networks (Source: Robins et al. 2012, p. 407) When examining the theory listed within this paper compared to the types of communication, flow and communication network structures within BP, we can greater understand exactly what lead to the sinking of the Deepwater vessel. 4. Analysis of Communication Networks between BP and Deepwater BP Senior Management In the late 1980s, BP had several layers of management that fell within a matrix structure that made it problematic for anyone wanting to make a decision quickly (Ingersoll 2012, p. 4). As business and overall performance at BP was floundering, Robert Horton decided to cut $750 million form BP’s  annual expenses (Ingersoll 2012, p. 4). Horton, who was appointed BP’s CEO in 1989, removed several managerial layers with the intent of speeding up the decision making process and the pace of business (Ingersoll 2012, p. 4). The business was transformed into smaller, more flexible teams with the vision of maintaining open streams of communication (Ingersoll 2012, p. 4). Horton transferred decision-making authority to the upstream and downstream business divisions and employees at all levels were encouraged to take responsibility and exercise business initiative (Ingersoll 2012, p. 4). During the 1990s, John Browne was heading up BP’s Exploration and Production division, BPX (Ingersoll 2012, p. 4). He wanted to create a spirit of entrepreneurship amongst his employees and extended the decision-making responsibilities to further levels within the organization (Ingersoll 2012, p. 4). Decision making authority and responsibility was no longer held with BP’s regional operating companies and was now completed by the site managers (Ingersoll 2012, p. 4). The model was known as Asset Federation and was applied company wide when Browne took over as BP CEO in 1995(Ingersoll 2012, p. 4). The asset federation model compensated employees for the performance of their individual site so there was little incentive to share best practices on risk management amongst various other BP exploration sites (Ingersoll 2012, p. 4). Deepwater Communication The benefits of an all channel network or matrix structure are that the leaderless group has constant information flow between all members within the work team (Robins et al. 2012, p. 407). The potential for brainstorming and exchange of information is great within this type of model (Eunson 2012, p. 118). However information overload and irreconcilable differences due to no emergence of a leader can be a downside (Eunson 2012, p. 118) Figure 3: Deepwater Chain of Command (Source: Ingersoll 2012, p. 20) However, when looking at the chain of command on the Deepwater Horizon (see table 4), it could be seen to form a wheel network rather than that of a  matrix structure (see table 3). Typically, wheel communication flows form an identifiable leader at the top of the wheel (Eunson 2012, p. 117). The leader serves as the hub and the flow of information is typically one way but can be two way, dependent on the leaders willingness to accept information (Eunson 2012, p. 117). This can cause the satisfaction of team members to be low compared to that of chain, circle and channel networks (Robins et al. 2012, p. 407). Wheel networks have the disadvantage of being prone to message distortion (Eunson 2012, p. 118). As the message gets passed from one individual to another, or from one level to the next, the message is edited or mangled by the sender in each interaction (Eunson 2012, p. 118). The distortion in the wheel network is visible when looking at the decision making process for the type of well casing and number of centralizers. Decisions in these two areas were relayed by the engineering team leader, Greg Walz (Ingersoll 2012, pp. 10-11). Greg received input from the engineers in the operations unit on what they thought were best safety practices, however final decisions on the projects were ultimately made due to the cost and time savings (Ingersoll 2012, pp. 10-11). The decision makers on the Deepwater had only been in their positions for a minimal amount of time (Ingersoll 2012, p. 9) and this meant that the lessons learned at Texas City and Prudhoe Bay had not reached the Gulf of Mexico site (Reed & Fitzgerald 2010, p. 156). It could be seen that the safety communication message had flowed downward from senior managers to line manager and staff however line managers felt a greater influence to reward cost and time savings. Control Measures On July 27, 2010, BP announced that Bob Dudley would succeed Tony Haward as BP’s Group Chief Executive on October 1, 2010 (EHS Today 2010, p. 17). In light of the Deepwater disaster and to ensure sustainability of the company, BP leadership announced plans to create a new safety division to oversee and audit the organizations operations worldwide on September 29, 2010 (EHS Today 2010, p. 17). The Safety and Risk function has the authority to intervene in all technical aspects of BP activities to ensure that operations are carried out to that of stated common standards (EHS Today  2010, p. 17). Staff will be imbedded in all of BP’s operating units and will report directly to Mark Bly, head of safety and operations (EHS Today 2010, p. 17). Mark reports directly to the CEO, Bob Dudley to ensure the safety message from senior BP officials filters down into each site (EHS Today 2010, p. 17). 5. Conclusion Communication is continually attributed to a vital variable in determining organizational success (Hargie & Tourish 2009, p. 419). Many business issues stem from poor communication procedures and early action and intervention in this area can avert a disaster at a later date (Hargie & Tourish 2009, p. 3). By conducting analysis into the communication and communication networks at BP, we can ascertain that a number of different factors may have contributed to the BP disaster. The asset federation model took away responsibility from BP’s regional operations and subsequently the company’s safety message. The rewarding of each site and its managers for its individual performance further contributed to the dilution of importance on safety. A wheel network with key decision makers who had not been in their roles for very long, meant that lessons learned from past incidents weren’t filtered into the Deepwater Horizon and decisions were made with the view of saving money and time compared to safety. The establishment of the Safety and Risk division immediately after the disaster ensured that the safety message from senior management would be heard within each site and limit the opportunity for a disaster of this magnitude to occur in the future. 6. Reference List Ahmed, Z 2010, ‘Managerial Communication: The Link Between Frontline Leadership And Organizational Performance’, Journal Of Organizational Culture, Communications & Conflict, 14, 1, Health Business Elite, EBSCOhost, viewed 5 May 2013, p. 122 EHS Today 2010, ‘BP Creates New Safety and Risk Division’, 3, 11, Health Business Elite, EBSCOhost, viewed 3 May 2013, p. 17 Eunson, B 2012, Communication in the Workplace, e-book, accessed 05 May 2013, p. 116-118 . Hargie, O & Tourish, D 2009, Auditing Organizational Communication : A Handbook of Research, Theory and Practice, e-book, accessed 05 May 2013, pp. 3, 419. . Ingersoll, C, Locke, RM & Reavis, C 2012, â€Å"BP and the Deepwater Horizon Disaster of 2010†, MIT Sloan Management, pp. 1-4, 9-11, 20 Reed, S & Fitzgerald, A 2010, In Too Deep : BP and the Drilling Race That Took it Down, e-book, accessed 26 April 2013, p. 156 . Robins, Bergman, Stagg & Coulter, 2012, Management, 6th edn, Pearson Australia, Australia, pp. 13-14, 405-07 Ruck, K & Welch, M 2012, Public Relations Review: Valuing internal communication; management and employee perspectives, Volume 38, Issue 2, June 2012, p. 1 7. List of Figures Figure 1: Eunson – Types of Communication Networks Figure 2: Robins – Three Common Organizational Communication Networks Figure 3: Deepwater Chain of Command 8. List of Tables Table 1: Types of information flow

Five Elements In The Rhetorical Situation

1. What are the five elements in the rhetorical situation? Use TRACE to help you remember.Text Reader Author Constraints Exigence2. How can a reader use the rhetorical situation to analyze an argument essay? How ca a viewer use the rhetorical situation to analyze an image? How can a writer use the rhetorical situation during the planning phase of writing a paper?They can analyze all objects above by using the TRACE analysis3. Why is the audience important in argument? What types of positions might an audience initially hold?The audience is important because without the audience you have no argument. You will not be able to prove your point with no audience. The audience may initially be a friendly audience, undecided audience, neutral audience, hostile audience, unfamiliar audience, or linked audience.4. What is a discourse community? To what discourse communities do you belong? How does a discourse community help establish common ground for its members?A discourse community is a gro up of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about those goals. I believe that we all, belong to several discourse communities it would just depend on the situation and what your beliefs are. It establishes common ground by having resources and peers interested in the same beliefs and ideas.5. What is the universal audience? What are the special qualities of this audience? Why is it a useful idea?A universal audience is one with distinct individual differences but also important common qualities. This universal audience is educated, reasonable, normal, adult, and willing to listen.

Even, Yet, and Still

Even, Yet, and Still Even, Yet, and Still Even, Yet, and Still By Maeve Maddox Until recently I thought that the pleonasm even still was to be found only in the uncertain writings of college freshmen. Then I read this in the current issue of my favorite writers magazine: Traditionally published books get the nice displays, posters and extra attention from store managers. Even still, many of the titles end up in the bargain bin. I did a Google search and found millions of examples of the wretched expression. It seems to be especially popular in the titles of songs, poems, and blogs. Here are some examples: . even still, Id happily do it all over again. even still, Safari sucks. Even still we lose our way Is Anyone Even Still Blogging Anymore? At the risk of beating a dead horse, Ill try to explain why even still does not belong in careful writing. As adverbs modifying comparatives, the words are virtually interchangeable: She is even happier today than she was yesterday. She is still happier today than she was yesterday. Fans want still more details of their favorite celebrities. Fans want even more details If the expression is intended to mean still, then still is enough: Is anyone still blogging? If it is intended to mean yet, then yet or one of its synonyms should serve: nevertheless, however, notwithstanding: Nevertheless, Id happily do it all over again. Notwithstanding, Safari sucks. Nevertheless, we lose our way. That being said, sometimes the words even and still can come together correctly when the even is being used as an intensifier and the still is an adverb of time: Do they even still make Zima? Why Hilary is even still in the race†¦. Finally, heres a dilly of a headline that Ill leave to our readers to sort out: Yet Even Still More U.S. Presidential Election Maps Already Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:100 Idioms About Numbers5 Lessons for Mixing Past and Present Tense10 Functions of the Comma

Immigrants in the USA When Knocking on the Door Does not Do the Trick

Immigrants in the USA When Knocking on the Door Does not Do the Trick Immigration has never been an easy topic to discuss; there are essential reasons for people to move from their native country to a different location, and these reasons alone are nothing to be happy about. In addition, the very fact that one is going to settle in a completely unknown place, in a probably hostile atmosphere, with the people of completely different traditions and mindset is enough to turn one’s stomach.Advertising We will write a custom essay sample on Immigrants in the USA: When Knocking on the Door Does not Do the Trick specifically for you for only $16.05 $11/page Learn More In the USA, the country with the greatest annual influx of immigrants from all parts of the world, the issue in question is more than topical. Since most immigrants manage to keep great integrity when moving to the United States and keep their own culture as long as possible, even to the point of trying to make the new place remind of the homeland, the newcomers can possibly have considerable conflicts with the local residents. Analyzing the peculiarities of the way in which the citizens of the USA treat immigrants, as well as taking a closer look at the way immigrants settle in the new environment, one can possibly offer the means for the former to blend into the American society better, and the way for the latter to get along with immigrants. It seems that the current policy concerning immigrants in the USA is aimed at enhancing the impact of the American culture. According to what the author of â€Å"Are immigrants doing enough to fit into American life?† claims, the American culture is forced into the lives of the immigrants: â€Å"Immigration Reform (FAIR), ‘is the old immigrants idea that you would never go home, that you were so proud to learn English that you would be insulted if someone spoke your old language. Immigrants are no longer grateful to be here’† (â€Å"Are immigrants doing enough to fit into American life?†). Speaking of the policy which the Americans apply towards immigrants from all parts of the world, one must mention that the idea of the foreigners as the force that poses a considerable threat to the native culture and that the strangers should be feared is not quite new – the phenomenon of such xenophobia has already taken place in the history of the United States. According to David Cole, â€Å"For a brief period in the mid-nineteenth century, a new political movement captured the passions of the American public. Fittingly labeled the ‘Know- Nothings,’ their unifying theme was nativism† (138); and, as Cole assures, the signs of hostility towards immigrants is a recurring tendency, singe it seems to take its toll over the USA population once again. As Cole explains, â€Å"Although they go by different names today, the Know-Nothings have returned. As in the 1850s, the movement is strongest where immigrants are most concentrated: Cal ifornia and Florida† (138). Despite the fact that the current cases of â€Å"nativism† are directed towards Catholics and Germans no longer, xenophobia peaks again, this time aiming at the Latin Americans and Mexicans, as well as the former residents of some Asian countries, e.g., Japan, Korea, and so on.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More And, even though it is quite easy to understand the fears of the Americans – the culture of the latter is already notorious for borrowing a majority of elements from other cultures nationwide, the concerns of the immigrants are rather reasonable, too. However, despite the above-mentioned considerations, it is still obvious that the fear of immigrants changing the USA culture and the invasion of foreign cultural elements is nevertheless absurd. As Cole explains, Our society exerts tremendous pressure to conform, and cultur al separatism rarely survives a generation. But more important, even if this claim were true, is this a legitimate rationale for limiting immigration in a society built on the values of pluralism and tolerance? (139) Addressing the issue of helping both parties to understand each other’s culture and traditions, it is necessary to understand that the issues in question touch upon both the perception of the world and the function in the society. In addition, the aspect of age matters considerably. For example, the strategy that suits the adults perfectly well can be completely inacceptable for children, while teenagers need a completely different approach that does not involve any of the elements for the two above-mentioned groups. Thus, for students, it can be recommended that inclusive education should be allowed. Thus, the students will be able to both interact with the classmates and learn more about the culture of the Americans. As for the adults, certain engagement into t he social and political life of the state can possibly be the solution. Meanwhile, one must not forget about the immigrant identity, which immigrants cling close to. According to Massey and Sancez, the key problem that makes Americans consider immigrants not worthy of their trust is that â€Å"By living in American society, immigrants discover the categorical boundaries and meanings that are imposed on them by natives and do the best they can to broker those boundaries and meanings in ways that enhance their well-being† (241). Therefore, once immigrants learn step by step about the American society, and Americans learn more about the foreigners, numerous conflicts can be avoided. Despite the fact that a lot has done for immigrants to feel completely safe in the USA there are still certain prejudice that do not allow the local residents to feel completely comfortable with the foreigners living next door. However, it is worth considering the problem from the perspective of the opponents, i.e., the Americans themselves. It is not that the citizens of the USA are gripped by an epidemics of xenophobia – it is just that the Americans are not aware of the peculiarities of the other countries and nations’ culture, and fear that, once accepted completely, immigrants will show their true colors and turn the city into their own idea of a place to live, disregarding the traditions of Americans themselves.Advertising We will write a custom essay sample on Immigrants in the USA: When Knocking on the Door Does not Do the Trick specifically for you for only $16.05 $11/page Learn More Thus, the problem seems to concern both the demands of the immigrants and the fears of the citizens of the United States, which means that a reasonable compromise is essential to solve the issue. Once both parties realize that their cultural differences are not going to be taken away from them and that no one is going to force them to live in a hosti le environment and change their traditions, the argument will be settled once and for all. Hence, it is obvious that, allowing the Americans and the immigrants to see that they will not lose the touch with their cultures once they see more of the other cultures will help to balance each of them and make the USA an even better place to live in. â€Å"Are Immigrants Doing Enough to Fit into American Life?† Current Issues and  Enduring Questions: A Guide to Critical Thinking and Argument, with Readings, Ninth Edition, Ed. Barnet, Sylvan, and Hugo Bedau. New York, NY: Bedford/St. Martin’s, 2011. Print. Bean, Frank D., and G. Stevens. America’s Newcomers and the Dynamics of  Diversity, New York City, NY: Russell Sage Foundation, 2005. Print. Cole, David. â€Å"The New Know-Nothingism: Five Myths about Immigration.† Current  Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings, Ninth Edition, Ed. Barnet, Sylvan, and Hug o Bedau. New York, NY: Bedford/St. Martin’s, 2011. 138-140. Print. Massey, Douglas S., M. Sancez. Brokered Boundaries: Creating Immigrant  Identity in Anti-Immigrant Times, New York City, NY: Russell Sage Foundation, 2010. Print.

Tips About 10 Technological Terms

Tips About 10 Technological Terms Tips About 10 Technological Terms Tips About 10 Technological Terms By Mark Nichol Which tech terms merit capitalization, and which are generic? Which terms are open compounds, and which are treated as one word? Here’s a guide to treatment of some of the most common names for technological phenomena: 1. App: This abbreviation of application has existed for nearly a quarter century but has only recently entered general usage. Few publications bother to use the full term on first reference. 2. E-mail: This abbreviation of â€Å"electronic mail† prevails in usage over email. (Note that the e should not be capitalized.) The formal plural is e-mail (or, if you prefer â€Å"e-mail messages,† to distinguish the transmissions from the term for the concept); e-mails is the informal plural form. E-book, e-commerce, and associated terms follow the hyphenation style of e-mail. 3. Global Positioning System: This satellite-based navigation system is a specific entity enabled by the US government and is therefore initial capitalized. It is also identified by the abbreviation GPS, which is so ubiquitous that some publications don’t bother to spell the name out on first reference. However, to distinguish between the system and a device that employs it, I recommend using the abbreviation as an adjective in that context for example, â€Å"GPS receiver† rather than the letters alone. 4. Home page: This term for the page from which all other pages on a website are accessed is generally treated as an open compound, though some publications close it. 5. Initial lowercase letters: Honor initial lowercase letters (iPhone), midcaps (YouTube), and the like, but in the case, so to speak, of the former, avoiding starting a sentence with such aberrant branding gimmicks. 6. In-box: This word for your e-mail program’s main folder for incoming messages, borrowed from the name for a tray on the top of a desk in which papers are delivered to the desk’s occupant, is often hyphenated, though Gmail, at least, treats it as a closed compound, as do some publications. 7. Internet: Some publications, arguing that the Internet is an amorphous network of interconnected computers, lowercase this term, but most treat it as a proper noun as do organizations that set international standards and maintain technological infrastructure. (However, intranet, which refers to a closed, internal online network for example, that of a company is generic.) Some day, though, Internet may, like many other once capitalized terms, be downgraded to generic status. 8. Software names: Capitalize names of all software. Also, when referring to word-processing software, include the brand name â€Å"Microsoft Word,† â€Å"Adobe Acrobat,† and so on at least on first reference. 9. Smartphone: This term for is a mobile phone with sophisticated recording and communication functions is a closed compound. 10. Web: When the word appears by itself to refer to the World Wide Web, or when it appears in open compounds such as â€Å"Web page† and â€Å"Web host,† retain initial capitalization. When it is the first component of a closed compound (webmaster, website), lowercase it. (You’ll find the latter example as two words, with web capitalized, elsewhere on this site, because I just recently accepted the inevitable and started styling the term in the prevailing form rather than the one long favored by the technorati.) Also, observe the distinction between the Web and the Internet; the former is but one component of the latter. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesThe Four Sounds of the Spelling OUUlterior and Alterior

Flow Charts and an Accompanying Memo Assignment

Flow Charts and an Accompanying Memo - Assignment Example The company has been spending considerable amounts of resources and time and ending up with the wrong candidate. It is the right time for a change for the betterment of the Company. In order to guarantee a steady growth and attainment of the set company objectives, it is of the essence to consider a dynamic recruitment process. It is also apparent that many companies, at present, are adopting innovative recruitment processes for senior-level staff members, especially our competitors. Additionally, our competitors have broadened their horizons on the subject of recruitment approaches. In particular, Companies are investing in the social media channels, such as Facebook, Twitter, LinkedIn and Job websites to find prospective employees. On the other hand, companies consider the mobile and online applications to recruit staff members. These activities indicate that managers and human resource administrators see the value of technology in targeting the highly qualified and relevant candidates for job positions. It is also clear that acquiring the right candidate for distinctive job positions is not an easy task. This is considering that our company has been spending considerable amounts of time, money and resources in conducting a recruitment process (wh ­ich entails combing through hundreds of academic and work portfolios) and still end up with hardly any reliable candidates. The Master Computer Services Company must adopt new and innovative ways of recruitment of its senior staff members in order to save on the recruitment costs and resources. This will be made possible by considering the following new and innovative recruitment approaches. Social channels of recruitment - Social channels are developing fast and many employers are considering using the social media to reach out to the potential candidates.

Business Ethics Term Paper Example | Topics and Well Written Essays - 1250 words - 1

Business Ethics - Term Paper Example However, the objective towards attaining significant development in the code of conducts gives rise to several challenges regarding an effective practice of business ethics within the organizational framework (DeGeorge 9). Thesis Statement This essay intends to evaluate the case of Electrocorp, a computer component manufacturing company allied with the automobile industry identifying moral issues in relation to the case at hand. Explanation to the Case at Hand Electrocorp is an US based electronic products manufacturing company that serves with computer components for automobiles. According to the case it has been observed that the organization is facing a continuous decline in terms of its profits due to an increasing rate for costs incurred during the production due to increasing rate of raw materials, labor payrolls as well as expensive process of disposal facilities. Moreover, the environmental regulations that the plant maintains also requires higher amount of investments in its various safety procedures. In order to mitigate these consequences, the organization intends to relocate its manufacturing units in developing nations with the advantages of lower wage rates and availability of cheaper raw materials along with minimized cost for maintenance and flexible legal implications. Hence, the organization has been concentrating on Mexico, Philippines and South Africa as the most prospective regions to support the organizational objectives (Musalo, â€Å"The Case of the Plant Location†). In the context of the case analysis, it can be considered that the organization might have to face certain dilemmas in yielding greater profitability through augmented production capacity but reduced production cost, relocating its firm in developing countries serving with the advantages of low labor costs, cheaper raw materials and comparatively flexible legal barriers. For instance, according to the case scenario, the decision of relocating its manufacturing plants to other country can be profitable for Electrocorp to earn a greater profit margin, where the decision might give rise to various ethical issues in terms of job loss of the US laborers along with exploitation of resources served by the developing nation, i.e. the intended location to set-up the new plant. Theoretical Explanation Utilitarianism and the Principle of Utility The theory of Utilitarianism can be considered as an ethical normative theory. It is one of the well-known as well as widespread forms of consequentialism, where a range of moral theories that state the suitability or unsuitability of few described actions, are studied. The philosophy behind the theory of utilitarianism states that it is a moral worth of a specific action that can be determined by its resulting consequences (National University of Ireland Galway, â€Å"Business Ethic: Utilitarianism†). According to Mill’s theory of principles of utility, combined with the theory of Utilitarianism, sta tes that actions which tend to augment happiness and positive thinking amid individuals are good; whereas, the acts which impose pain and suffering to individuals owing to the influences of naturalistic fallacy shall be considered as bad (Mill 81). Deontology or Dignity of Persons Principle Dignity of

Research Methodology for Fair trade products as a means of increasing Essay

Research Methodology for Fair trade products as a means of increasing consumer confidence in the Contract Catering sector - Essay Example A research design may be either qualitative or quantitative. The methodology is an explanatory of the procedure connect in the field of the consumer behaviour with respect to fair trade products in the contract catering sector of the hospitality industry. This methodology is the way to analytically solve the troubles that are in involved in the research. The methodology is evaluated by the analyst and the outsiders are not involved in the assortment of the methodology. For the outstanding research the methodology should be systematic, logical, empirical and replicable. The role of fair trade products in securing customer confidence in the contract catering sector is very high. Quantitative and qualitative methods were adopted in conducting the research process. The contextual background was identified and the priority areas were discussed. Research was conducted in schools, universities and offices to understand the customer’s confidence in the use of fair trade products. â€Å"The consumers are critics are proposing several schemes which, includes "fair trade" coffee, using of fresh quality standards in restricting imports.† (Kelly 2010). The research methods included both quantitative and qualitative methods. â€Å"Inductive reasoning and deductive reasoning are both subsumed under scientific inquiry, yet they characterize a distinction between purely qualitative and purely quantitative methods.† (Newman & Benz 1998, p.17). Research shows that â€Å"Everyone in the â€Å"value chain† benefits from fair trade.† (Who benefits from fair trade? 2010) from the producers to the consumers. â€Å"Products certified with the fair trade logo guarantee strict standards worldwide on certain environmental, labor and remuneration aspects.† (Chen et al., 2009, p. 67). Research Methodology is â€Å"the section of a research proposal in which the methods to be used are described. The

Puppeteers of the Populist Culture Essay Example | Topics and Well Written Essays - 2000 words

Puppeteers of the Populist Culture - Essay Example This essay shall discuss the impact of the manipulatory techniques on the society, which is the push factor that creates a following. It shall explicate the 'cultural populism' that emphasizes the power of the audience in interpreting the objects of consumption, which objects become artifacts of the culture of daily living. In the process it shall envisage an understanding of the works of Klien, Adorno and Horkheimer, Hebdige, Rutherford, and Danesi, and the definition of culture, the undercurrents that drive the mass culture and their economic and political consequences, the ultimate beneficiaries of the whole process. 'Culture' can be understood as possessing some transient characters, by which they are identified by people of different ages, as Hebdige suggests it is "Refracted through centuries of usage" and "has acquired a number of quite different, often contradictory, meanings" (p. 66). However, he delineates two specific definitions by which it is perceived" 1) the traditional terms as manifested in the generally accepted best practices of the world which includes appreciation of classical forms of art such as literature, ballet, and drama and 2) the one that is derived from the science of anthropology wherein the meanings and values are not taken in the context of art but, as a means of classification (p. 67). However, accepting broader definition proposed by Williams (1961), which included the "relationships between culture and society, one which through the analysis of 'particular meanings and values' sought to uncover the conceived fundamentals of history" (Hebdige 67) is a more useful one, in the context of the cultural studies. This would enable both the definitions of culture to be more meaningfully integrated with each other. Herein the use of "ideology" or the basic principles on which the culture stood for. Over a period of time "ideology" itself became broad-based and incorporated a wide variety of terms, seeping into all aspects and levels of sociability (Hebdige 68). This explanation is pertinent because, ideology is not explicit, but "invisible by its apparent transparency" (Hall 1977 cited in Hebdige 69), rather it acts from the base, from the bottommost layer of the mind, on which all other external symbols and signs are based. This comes to the forefront, and acts as external manifestations of the dominant groups and sub-ordinate groups inherent in the society, which paves the way for class connotations within the society. The conflicts and tensions within these groups and sub-groups is rather understood from the indirect expressions of "style" in whi ch the ideology is produced and reproduced by means of signs and objects in the society. Inevitably, the conflicts give rise to "Hegemony" or the "situation in which a provisional alliance of certain social groups exert 'total social authority' over the subordinate groups" (Hebdige 72). The most important point raised by Hebdige which is pertinent to this analysis is that, this authority is not won by force or compulsion, rather by "winning and shaping consent so that the power of the dominant classes appears both legitimate and natural" (Hall 1977 cited

Economics Essay Example | Topics and Well Written Essays - 1000 words - 6

Economics - Essay Example b. The Fed fund rate averages at 7.10% during the 1970s, 9.97% during the 1980s, 5.15% during the 1990s, and 3.25% during the 2000-2007. The huge differences in the means of Fed fund rates can be explained by the differences in economic and monetary policies adhered by the different chairmen of the Federal Reserve. c. The Fed fund rate reached its maximum during January 1981 at 19.08% which is during the administration of Paul Volcker. Compared to the other Federal Reserve chairman, Volcker has been reputed as an inflation hawk who is more concerned on fighting inflation compared to a dove whose main concern is unemployment. This perception requires him to set the Fed fund rate at higher levels to fight stagflation. d. Fed fund rate is lowest during December 2003 at 0.98% due to the strong performance of the US economy. In fact this period saw the strongest economic development in the economy in nearly two decades. It can be recalled that during this period, the inflation targeting monetary policy has been adopted by the US. f. The Federal fund rate and ten-year Treasury bill rates tend to move apart as shown in the graph above. It should be noted that increases in Fed fund rates is simultaneous with declines in ten-year Treasury bill rates. g. The Federal Reserve solely influences the level of Fed fund rate. It should be noted that this is set during Federal Open Market Committee meetings depending on the agenda and economic situation of the United States. h. The ten-year Treasury bill rate is set by different variables in the economy like the real interest rates and inflation. The Fed can indirectly influence T-bill rates by affecting the monetary variables mentioned

Puppeteers of the Populist Culture Essay Example | Topics and Well Written Essays - 2000 words

Puppeteers of the Populist Culture - Essay Example This essay shall discuss the impact of the manipulatory techniques on the society, which is the push factor that creates a following. It shall explicate the 'cultural populism' that emphasizes the power of the audience in interpreting the objects of consumption, which objects become artifacts of the culture of daily living. In the process it shall envisage an understanding of the works of Klien, Adorno and Horkheimer, Hebdige, Rutherford, and Danesi, and the definition of culture, the undercurrents that drive the mass culture and their economic and political consequences, the ultimate beneficiaries of the whole process. 'Culture' can be understood as possessing some transient characters, by which they are identified by people of different ages, as Hebdige suggests it is "Refracted through centuries of usage" and "has acquired a number of quite different, often contradictory, meanings" (p. 66). However, he delineates two specific definitions by which it is perceived" 1) the traditional terms as manifested in the generally accepted best practices of the world which includes appreciation of classical forms of art such as literature, ballet, and drama and 2) the one that is derived from the science of anthropology wherein the meanings and values are not taken in the context of art but, as a means of classification (p. 67). However, accepting broader definition proposed by Williams (1961), which included the "relationships between culture and society, one which through the analysis of 'particular meanings and values' sought to uncover the conceived fundamentals of history" (Hebdige 67) is a more useful one, in the context of the cultural studies. This would enable both the definitions of culture to be more meaningfully integrated with each other. Herein the use of "ideology" or the basic principles on which the culture stood for. Over a period of time "ideology" itself became broad-based and incorporated a wide variety of terms, seeping into all aspects and levels of sociability (Hebdige 68). This explanation is pertinent because, ideology is not explicit, but "invisible by its apparent transparency" (Hall 1977 cited in Hebdige 69), rather it acts from the base, from the bottommost layer of the mind, on which all other external symbols and signs are based. This comes to the forefront, and acts as external manifestations of the dominant groups and sub-ordinate groups inherent in the society, which paves the way for class connotations within the society. The conflicts and tensions within these groups and sub-groups is rather understood from the indirect expressions of "style" in whi ch the ideology is produced and reproduced by means of signs and objects in the society. Inevitably, the conflicts give rise to "Hegemony" or the "situation in which a provisional alliance of certain social groups exert 'total social authority' over the subordinate groups" (Hebdige 72). The most important point raised by Hebdige which is pertinent to this analysis is that, this authority is not won by force or compulsion, rather by "winning and shaping consent so that the power of the dominant classes appears both legitimate and natural" (Hall 1977 cited

Law Reflection Coursework Example | Topics and Well Written Essays - 750 words

Law Reflection - Coursework Example Overview of the concepts One of the course’s concepts is formation of a contract that follows the legal definition of a contract as a legally binding agreement that is enforceable by a legal system. Such enforceability however depends on formation of a contract that meets essential legal elements. One of the elements is an agreement between the involved parties. This includes an offer by one party and acceptance, subject to legal provisions, by the other party, known as the offeree. There are however a number of principles that governs offer and acceptance such as communication of an offer or acceptance, termination of an offer and communication of such a termination. Another essential element that defines formation of a contract is transfer of consideration from the offeree to the offeror. Consideration, like agreement, is also governed by legal principles such as the doctrine of past consideration and the existence of an offer to be supported by the consideration. Other elem ents in the formation of a contract are the parties’ â€Å"intention to create legal relations,† â€Å"reality of consent,† contractual capacity of the parties and legality of the subject matter (Mead, Sagar and Bampton, 2009, p. 44). A formed contract, based on the elements, can therefore be enforceable, unenforceable ab initio or voidable at a party’s discretion (Mead, Sagar and Bampton, 2009). Another learnt concept from the course is a person’s legal capacity to form a valid contract. Even though every individual is generally presumed to have a contractual capacity, there are exempted categories of people whom law presumes to lack contractual capacity. Such groups are minors; people bellow legally recognized majority age, those who are mentally incapacitated, and those who are substantially under influence of intoxicants. Minors, due to their lack of capacity are only legally liable for being a party to contracts for supplies of their necessiti es while the mentally ill or intoxicated are legally liable when they become parties to contracts for provision of necessities or at a time of insignificant degree of insanity or intoxication. Any other contract by the parties, whose subject matter is legal, is therefore unenforceable unless affirmed by the parties upon gaining contractual capacity. The contracts however bind the other party, if it has contractual capacity unless the contract is avoided. Principles of the doctrine of legal capacity also have a number of exceptions (Twomey and Jennings, 2010). Relevance of the concepts to my career The concepts are relevant to my intended career of venturing into business as they regulate the profession. My career will for example involve formation of contracts with both my suppliers and my buyers for sale of the cloths. Establishment of promises and their enforceability will therefore rely on the essential elements of a contract and contractual capacity of my customers and suppliers . The concepts are therefore relevant in regulating agreements that will exist between my buyers and suppliers, and my business (Mead, Sagar and Bampton, 2009). How the concepts will help me prepare for my career The concepts will help me prepare for my career through developing my knowledge in the career’s legal environment. Being informed of formation of enforceable contracts will for example help me to avoid losses due to unenforceable contra

International Negotiation & Bargaining Essay Example for Free

International Negotiation Bargaining Essay 1.- What, in general, did you learn about negotiation from the exercise? What surprised you? What would you do differently if you had a chance to do the exercise again? In general I learned that trust plays a significant role during negotiation; because here in this exercise and in the most cases of negotiation at the beginning you feel a hard atmosphere but to establish rapport is not an option. Then you need to get focus in the interest of each person and not just defending your position. It was good to us to open all the issues to resolve, so we are able to see the complete picture and not only one issue per time. This allows to use give the options necessary to give and receive and knowing what is the most matter to the other person and for me. I was surprised with one point I think was the point of the women during the excursion we both have the same interest, I noticed because my other part wants the same of me, and sometimes you believe that always will have opposing interests . I will do different definitely to trust more in my partner to be honest and since the begging tell him these are the things that they are most important for me, what are yours..? 2.- How did the actual outcome of the exercise compare to the pre-negotiation strategy you developed? How do you correlate preparation with outcome? As my professor mentioned that a Coach said: Failing in prepare, is preparing to fail. You need to develop your strategy and arguments to be consistent and explain very well the whys. I did not win in all the points that I wanted; but I did achieve the Best alternative to a negotiated agreement (BATNA). Of course they have a positive correlation the more you prepare the more you achieve and vice versa. 3.- How did the concepts of preparation, power (structural and/or personal), relationship, interest, batna and or mutual gains, etc. addressed in the class and in the class readings (reference required) actually occur in this exercise? Well first this exercise began with a hard bargaining and realized because we both wanted to defend the position instead the interested and of course nobody has enough trust. I immediately try to change this because I had read that this kind of negotiation is going to fail, so I decided to apply the what I have learned and focus in the interests and to establish rapport as soon as posible. I listen well the interested and I try to be objettive, consistent and realistic with the whys and the reason that I want each point not just because I want, that could be the worst you can do, so preparation is very important because in a few words is how you are going to sell your idea or interest. I was very useful to know that we need to give a take process, and looking for a non-zero-sum, Win-Win. I think as the climber needs to be very carefully in what we say, how do we say and the tone, because not only the words give a message to the audience. For me, to open the negotiation and see several points (mutual gains) of the exercise instead one by one was the key of successful, because we were able to listen all the interests of each person, and this is the heart of negotiation. The main challenge for the climber is how to move for a Yielding or obliging to a compromising. BATNA is the result of having multiplies options in order to have a non-zero-sum we need explore each option a be able to give that message during the negotiation because BATNA will clarifies our plan B in case we do not achieve any agreement. In case my plan B is a good one or very strong I will have more power during the negotiation. It is very important to know both BATNAS in order to know the balance of the negotiation and how will be your approach, and style. REFERENCE: GETTING TO YES BY ROGER FISHER AND WILLIMA URY ESSENTIAL OF NEGOTIATION BY ROY J. LEWICKI, DAVID M SAUNDERS AND BRUCE BARRY BROADCAST ONE POWERPOINT UPDATED_REV1

The Concept Of Inclusive Education Education Essay

The Concept Of Inclusive Education Education Essay The commitment of IE was made by the governmental and institutional agreement of Salamanca in 1994. After a few years, EFA and the Millennium Development Goal of universal primary education were also adopted as the global education agenda to be achieved by 2015. After fifteen years getting the agreement of Salamanca, the UNCRPD recognizes a right to education for people with disabilities. So the global commitment of IE has strengthened between Salamanca and the CRPD. By the Article 24 of the UN CRPD stated that all state parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including: Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring; Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; Ensuring that the education of persons, and in particular children, who are blind, deaf or deaf-blind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support PWDs. Also the right to an education without discrimination is stated in the UDHR (1948) and CRC (1989).   The Convention on the Rights of the Child specifically declares the rights of CWDs to enjoy a full and decent life in conditions that promote self-reliance, and facilitate the childs active participation in the community. Moreover, Rule 6 of the UNs Standard Rules on the Equalization of Opportunities for PWDs (UN, 1993) provides for equal rights for children and adults with disabilities and for the provision of an integrated school setting.  Ã‚   Myanmar is undertaking the ASEAN Decade for PWDs, Bali Declaration on the Enhancement of the Role and Participation of the PWDs in ASEAN Community, BIWAKO Millennium Framework, and BIWAKO plus Five in close collaboration with regional countries. Policy development on Education for people with disabilities in Myanmar Myanmar Child law for especially for education Myanmar Child Law was enacted in July 1993 in order to implement the rights of the child recognized in the CRC. The Article 20 of that Child Law stated that (a) every child shall have the opportunities of acquiring education and the right to acquire free basic education (primary level) at state schools. Also the Ministry of Education shall have an objective of implementing the system of free and compulsory primary education; lay down and carry out measures as may be necessary for regular attendance at schools and the reduction of untimely drop-out rates and make arrangements for literacy of children who are unable for various reasons to attend schools opened by the States to become literate. Article 22 stipulates that every child shall have the right of access to literature contributes to his or her all-round development and to acquire knowledge. According to Article 18, a mentally or physically disabled child (i) has the right to acquire basic education (primary level) or vocational education at the special schools established by the DSW or by a voluntary social worker or by a non-governmental organization and (ii) has the right to obtain special care and assistance from the State. Myanmar basic education law The basic education law was promulgated in 1973 and amended in 1989. The aim of the governments education policy is to create an education system that can generate a learning society capable of facing the challenges of the knowledge age (MOE, 2007). According to the Basic Education Law (1973), the main objective of basic education especially for children with disabilities is to enable every citizen of the Union of Myanmar to become a physical or mental worker well equipped with a basic education, good health and moral character. The National Constitution of 1974 specified that every citizen shall have the right to education and shall be given basic education which the state prescribes by law as compulsory. By the principle of compulsory education, the only five years, from grade 1 to 5, covers free education for all children. Primary education is organized with two levels; kindergarten level from grade 1 to 3, and upper primarily for grades 4 and 5. Also, the new Constitution of 2008 fulfilled with the educational policy for every citizen; (a) has the right to education; (b) shall be given basic education which the Union prescribes by law as compulsory; and (c) have the right to conduct scientific research explore science, work with creativity and write to develop the arts and conduct research freely other branches of culture. According to the education policy of 1989, MOE is organized with nine main departments such as Basic Education I, II, and III; Educational Planning and Training; Higher Education (Lower and Upper Myanmar); Myanmar Board of Examinations; Myanmar Education Research Bureau (MERB); and Myanmar Language Commission. The departments Basic Education I, II, and III are implementing the basic education policy. Special education is under the authority of DSW. In the decision making process at all levels of MOE, the decision making committee is set up by the Minister, two Deputy Ministers, Director General and Chairperson of the departments. The decisions of this committee are implemented by those responsible departments of all levels. Based on the Dakar EFA Framework for Global Action and the Millennium Development Goals, Myanmar has formulated national EFA Goals as Myanmars needs and context through a participatory process involving the UN organizations, various Ministries and I/LNGOs. The four concerned areas for achieving the goal of EFA in Myanmar are access to and quality of basic education, early childhood development, non-formal education, and education management and information system. To implement the goal of EFA, MOE uses six main strategies especially for developing and expanding Child Friendly Schools and making more accessible in basic education for all children with disabilities. Through the EFA National Action Plan (EFA-NAP), therefore, the Ministry of Education has established an inclusive education framework in accordance with international standards and goals that addresses EFA goals directly. The latest curriculum for primary was revised since 1998 for having a more balanced rather than emphasizing only academic subjects. The school principals and teachers are the main task of monitoring and evaluating on the impact of curriculum for childrens development. Life skills was made mandatory for inclusion at the primary level as a separate core curriculum in 1998 and at secondary level as a separate co-curriculum in 2001. Contents, teaching-learning methods and hours have been carefully specified for primary and secondary school curricula. Inclusive education policy In the past decade, there has been significant traditional progress to ensure CWDs who have access in mainstream schools. However, with culture and knowledge barriers from some school principals and teachers, the journey towards fully inclusive education has only just begun. A clear understanding of the meaning of IE in the Myanmar context, it has a clear definition in all policy statements along with references to international normative instruments.   In addition, the current implementation processes of IE are following the guidelines of the EFA framework.   IE policy acts on both the national and local level.   At the national level, the government is implementing with a new policy of inclusive education, while at the local level schools and the community are participating in the process of capacity building, and resource mobilization for those children with disabilities.  The national policy on IE is grounded in international legislation and policy.   Implementation of IE policy in Myanmar This research focuses on the primary and lower secondary level students with disabilities for the purpose to address the educational needs of CWDs in Myanmar. The political and social context is discussed in terms of international policy on reforms and initiatives, especially the Salamanca Statement that agreed to ensure a basic education for all children, including CWDs. The Salamanca Framework for Action (1994) was a significant milestone in the education for CWDs: The Statement defines and recommends the mode of service delivery of timing and intervention that linked to inclusive practices. National-level policy and laws as they relate to CWDs are briefly described in service delivery, and increase awareness about the educational opportunities for them. Myanmar is now implementing 6 sectors for PWDs across the nation such as Enhancing Education Standard, Improving Vocational Trainings and Job Opportunities, Promoting Health Care Service, Enhancing Reintegration into the Society, Upgrading Capacity Building and Morale, and Providing Social Needs. Moreover, the government tries to make the concerted efforts harmoniously for the quality of life of PWDs at pleasant. According to the guidance of the EFA-NAP, the following activities are being implemented: Providing primary school textbooks worth over 1835.51 million kyats in free of charges for over 5 million primary students to initiate free, compulsory primary education; Preparing the programs for scholarships and stipends which will be implemented starting from 2012-13AY in basic and higher education sectors; and Enacting the private school registration law and developing rules and regulations in coordination with concerned departments to contribute the education services by the private sector. For improving the quality of school education, monitoring and supervision mechanism has been strengthened since 2006-07 AY by focusing on the teaching and learning process. Basic education schools were classified by 5 levels (A, B, C, D, E) based on applying the following monitoring and supervision criteria- (a) Accomplishment of the school principal; (b) Level of school attendance; (c) Implementation of monthly lesson plans; (d) Students achievements; (e) Use of teaching aids, facilities laboratories; (f) Cultivating morale and ethics; (g) Capacity of teaching staff; (h) Adequate classrooms and furniture; (i) School sanitation and tidiness; (j) Adequate teaching aids and multimedia facilities; (k) Greening of a school campus; and (l) Good physical setting of schools. Myanmar has been making progress in the education sector to fulfill MDG 2: Achieve universal primary education with the target of ensuring that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling: however the dropout rate still high in secondary school level. A total of 92 governments including Myanmar and 25 international organizations reaffirmed commitment to the goals of Education for All (EFA), recognizing the necessity and urgency of providing an education for children and youth with special needs within the regular education system. By the official data on net enrollment in primary schools was 84.6% in 2010 (MOE, 2010, EFA in Myanmar) and the gender discrimination has mostly been removed from basic education enrollment. However, the net enrollment rates in secondary and tertiary education are very low. The quality of education at all levels remains a serious concern. At the present, MOE is making special arrangements for the disabled and other excluded children to attend formal schools and to continue their education receiving special care and attention. In Myanmar, IE programs were formulated to accommodate for all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. These programs include all vulnerable children such as CWDs; children form mobile families, orphans, street children, and other disadvantaged children. No.25 Basic Education Primary School (Yangon) is the best witness of MOE in implementing IE. A new multi-pronged strategy for the capacity building in Teacher Education can promote the progressive adoption of effective teaching and learning methodologies for all CWDs at all levels. MOE and other partners strengthen educational management for the Basic Education Sector Plan that supports the Governments education service delivery to meet commodities needs at the school level. IE is a programme that creates opportunities for CWDs to pursue education together with non-disabled children in mainstreaming schools. It can bring about the educational opportunities for them. Nowadays, CWDs who have completed their primary education through special schools are now able to continue their education in mainstreaming schools by keeping abreast with other non-disabled children. IE According to the statistics data from MOE in 2011 showed that, there were 801 disable children in mainstreaming schools, 1450 children in special schools for the blind and the deaf, 30 disable students in universities and colleges and 6 disable students in master degree courses in 2010-11 AY. The government policy was developed and practiced with policy reform to fill the gap in legal and policy development. As par hearing from the media, the advocacy for helping disabled issue more and more in Myanmar. The government policy and legal change occur on resetting criteria for definition of PWDs. Out of nine criteria (international norms), some implementation processes of IE use four criteria to define the PWDs. To be more specific about educational opportunities for CWDs, the government agrees to provide all children (including all regardless of physical condition) equal opportunity to learn basic education. In the actual situation, there has a gap between policy and practice. The concept of IE means welcoming all children, without discrimination, in formal schools. Indeed, it is a focus on creating environments responsive to the differing developmental capacities, needs, and potentials of all children. Inclusion means a shift in services from simply trying to fit the child into normal settings; it is a supplemental support for their disabilities on special needs and promoting the childs overall development in an optimal setting. It calls for respect of difference and diversity of individual characteristics and needs. This has to include a consideration of overall organization, curriculum and classroom practice, support for learning and staff development. The governments and stakeholders  perceptions on inclusive education IE is under the umbrella of EFA. Myanmar has an IE policy, which most of CWDs have an opportunity to join mainstream schools but obviously limited to those with mild disability because of the lack of capacity, skills and knowledge as well as infrastructure for the teachers and schools. The government ratified EFA goal at UN organization. It is over ambitious and hardly meet its goal due to poverty that causing low income for all poor families. It is more positive as regard to authority inclusive education in the future since the new government has practiced its openness policy and more transparent with people. IE policy in Myanmar strongly based up on last three years experiences not only for officers and teachers from MOE in Yangon Division but also other divisions and other stakeholders such as DSW, other I/LNGOs those who work in inclusive livelihood programs so that they can include disabled people in their development activities. Understanding the concept and philosophy of IE is a vital need for the sustainability and success of the project. After implementing the awareness raising activities on this issue especially for CWDs and their parents, the effectiveness of understanding disability and inclusive education concept correctly and it is very encouraging. It is one of essential program in the country and will need to promote amongst other disability related organizations. IE policy for PWDs has been implemented by its own strategies. It was not seen as an active engagement in formal basic education. The goal is set based on its definition for PWDs. This means that IE policy, itself, needs to be redefined to reach its goal. So far, the current policy and goal work hand in hand. The effectiveness and quality of outcome is not up to the mark due to the governments poor budget allocation in the Education Sector. The effectiveness of IE at this stage seems not only at the government schools, also next to the special schools such as blind school or deaf schools to take students from special schools to arrange exams etc. So there needs to have a wider understanding of IE, whereby every school needs to prepare to accept CWDs to provide the same opportunities like other children. And also need a dedicated education department on this. The strategies of inclusive development and mainstreaming everything for PWDs will be very costly and never finish. There has no objection but they need a lot of support. The only problem is prioritization. The departmental structure for the dedicated handle affairs for CWDs needs either at mainstream schools or at special schools and needs to incorporate training components for teachers. This has not been done yet a lot. Participation by PWDs in the policy formulation and implementation processes, there needs to go a long way for the current Myanmar condition. The governments perspective IE for PWDs; Myanmar has signed ratified the UNCRPD on 7th December 2011 IE has been already in the discussion pilot phase in collaboration with concern I/LNGOs Inclusion is a new concept for Myanmar, where only 12% of I/LNGO are inclusive of PWDs, where inclusive is commonly mistaken with Automatic Beneficiary and part of beneficiaries rather than inclusion as a process. For ensuring that significant progress is achieved so that all school-age children have access to and complete free and compulsory basic education of good quality, the completion of basic education by all CWDs is the basis form of achieving Universal Basic Education. Nonetheless, the provision of schooling and policies determining how education opportunities are distributed across priority target groups in Myanmar clearly will have far reaching effects on opportunities for productive work. The status and education level of women and girls can exert particularly strong inter-generational effects, and are thus crucial for reducing poverty. Following concerted efforts by the Government, I/LNGOs and communities, the primary school intake rate has increased sharply during the EFA period, although the dropout rate after finishing the primary level remains high. Quality assurance in basic education is especially important, because low quality can lead to low access if CWDs and their familie s do not see the impact of enrollment in low-quality schools. Most of the I/LNGOs do not take part in the position of formulation and implementation process on basic education for CWDs, where mainly focus on the Rights of PWDs and promote equal rights and inclusion through involvement of Law Drafting and Social Policy development. As I/LNGOs, they can only include all children out of school in the process of giving second chance of learning basic education. In dealing with government line department, they have not yet involved in the formulation process. Implementing processes of IE by I/LNGOs TLMI is involving a little part in this area of IE implementation processes. They only conduct trainings for teachers on disability issues, the importance of CWDs to get the opportunity to attend schools like any other children and providing some barrier free arrangement in selected schools. TLMI is working with the parents of CWDs to convince to send the formal school and on the other hand they also try to engage with school principals to accept and pay attention for those children. Also they proposed the education need of PWDs in the Draft disabled law, advocate the decision makers and teacher, and we are working together with U Tin Nyo, retired DG from MOE who is very interested in IE for CWDs. Eden initiated the project of IE implementing in formal schools and the plan for barrier free renovation such as walkways, seat toilet and one handrail that fixed in the toilet. In that project, 80 IE students were gathered at Eden Centre for CWDs. Also Eden celebrated the township level awareness meeting for introducing to the teachers for successfully implemented IE policy. It means that the principals and teachers from 21 schools are introducing IE awareness about IE at their schools. Therefore, IE process can only succeed through strong collaboration and cooperation amongst all shareholders especially from the government site and the donor site as well. Eden is cooperating with DSW and MOE. According to their advice, they held workshops and trainings for awareness raising workshop with DSW and MOE and shared awareness about IE and disability issue to other I/LNGOs staff, local authorities, other stakeholders and teachers from mainstream schools. EDEN organizes a series of mobile training courses throughout Myanmar aimed at helping improve the lives of disabled people which focus on activities such as CBR, IE and disability development. Through the help of DSW and Department of Basic Education No.(1), (2) and (3), awareness training not only about IE but also the Social Model of Disability was conducted in mainstream schools. PWDs in Yangon have more chances to access this information with help from NGOs and DSW, but those living in rural areas having difficulties due to inconvenient transportation and lack of mobility, U Hta Oke said. Im pleased about the growing number of people working in the field, but most of them are using a charity approach, which involves giving food, money, tools and other necessities, he said. Not many are using a life-based approach, which means providing training so they can stand on their own feet. Moreover, for the educational status of children with hearing/ seeing/ intellectual disabilities in Myanmar is inadequate and behind-the-times. There is only the DSW has one project on sign language especially for people with hearing disability. There is no standard educational practice. Teachers learn by copying the methods of older teachers. The Mary Chapman School in Yangon uses the philosophy Total Communication that is method has been a widely adopted language policy in deaf education from the 1970s. But this philosophy is out-dated. Graduation rates are very low. In Yangon Division, only 14 students with hearing disability have passed high school and only six have graduated from university until 2011-2012 academic years. According to the UN CRPD agreement emphasizes bi-lingual/bi-cultural education for people with hearing disability. Also, Braille e-mail and Internet have been developed and utilized in the training school for persons with visual impairments since 2006. In general, the technical for education and training initiatives are not new to Myanmar. As a result of some recent educational developments and reforms, it is new to some teachers and learners both in curriculum and methods of delivery. One of the most important concerns in the Myanmar educational sector is how CWDs can be provided with opportunities to take responsibility for their learning throughout the concepts of community involvement and technical assistance to achieve a sustainable future. Special schools which are supported IE for CWDs Myanmar has a policy of IE, which means disabled students, including those who are blind, are allowed to attend classes in mainstream schools. Despite the policy, mainstream schools are not properly equipped to cater for students with disabilities which mean that most CWDs are forced to attend special schools. There are challenges to implementing the policy, since schools lack the required resources and facilities. Myanmar Christian Fellowship of the Blind (MCFB) was founded on 4th August, 1975, to upgrade the basic level of education afforded to blind people in order to increase opportunities of leading independent in life styles. That foundation encourages beneficiaries in education specific to their needs including vocational training, as well as a focus on how to cope as a blind parent and job placements. The MCFB accepts children aged five and above and enrolls a similar method to the government mainstreaming schools. At that school, students can learn from grade 1 to 5 and then they can continue their secondary education in formal school. That school charges Kyats 15,000 a year for day students and Kyats 40,000-50,000 for boarding students, which covers accommodation, meals and tuition fees. However, there are over 700 blind and visually impaired students receive a formal or vocational education. The schools should be equipped with teaching materials in Braille, and teachers who know how to teach the blind by using Braille, said Mr. Thein Lwin, the general secretary of MCFB. Also the principal of the Kyeemyintdaing School for the Blind said that the school accepts children from age six to 16, who are taught to the fourth standard. After they finished the primary education, they are sent to a formal school to continue their secondary education. The school and provides has both day students and boarders with free of charges for all fees of food and accommodation. The school can accept 200 students for one academic year. Mary Chapman School for the Deaf accepts children from the ages of five to 18. At that school, children can learn regular curriculum that is taught in formal schools together with speech reading, finger spelling and sign language. Moreover, children at that school over 10-year of aged are taught reading, writing and arithmetic and vocational training such as tailoring, knitting, book binding, bag-making, cooking and massage. The school fee is Kyats 6,000 per month including meals for students. The School for Disabled Children in Mayangone Township in Yangon is operated by the DSW. That school accepts both physically and mentally disabled children between the ages of six to 18 and teaches the standard curriculum up to the fourth standard. It has developed a special curriculum for children with a learning disability that take into account the extent of their disability and their capacity to learn. The current admission fee is Kyats 10,000 for one academic year. Problems of accessibility to education faced by PWDs The government runs the IE as the national level education development plan, however, there is a lack of educational assistive materials such as Braille books, Braille writing frames and syllabuses, qualitative/standard papers for writing in Braille, assistive devices for mathematical teaching or learning, and sign language interpreters. For these reasons and because of the lack of skilled teachers, the IE systems benefits have not been realized. Learning through the restricted environment has also been one the most critical issues of educational opportunities for PWDs that needs to be addressed in order to create equality and equitable education in Myanmar. The current education system does not suit for PWDs in rural area, specifically in promoting the education standard of CWDs. In fact, there are several factors that influence over the education opportunity for CWDs. In addition, the researcher tries to explore what are those factors, challenges, and obstacles in pursuing education in the community. The following data are contributed by the PWDs and community representatives during the field research. Towards the attainment of MDGs, many challenges still remain with regard to special focus which is required on hard-to-reach areas. A need of advocacy with more focus on duty bearer is a strategy to make sure of the long term commitment. The policy needs to be rewritten with a better understanding of authorities, duty bearers and duty holders. Moreover, the accessible services for PWDs in Myanmar is very little, only those who live in cities could access to those services and even then they need to get to such places where by need a lot of barriers to overcome to get there and money factor is another big barrier. In 2008, there are only 100 Physiotherapists appointed in hospitals under ministry of health. According to the First Myanmar National Disability Survey 2010 showed that there were only 50% of PWDs in Myanmar never attended school, out of which 66.5% enrolled in primary schools, 22.2% in secondary schools. Some kind of problems concerned with CWDs. A large percentage of those who do attend mainstream schools soon drop-out because of unfriendly attitudes and environments in educational settings. They often encounter negative treatment from their peers who are not sensitized to disability issues. Most teachers and school principals are not familiar with the idea of including. In Myanmar, one of the Southeast Asia countries, most of the people are still discriminate and exclude the CWDs traditionally. They believe money can make CWDs to be happy. Its not right. In special schools, there have IE projects for all CWDs. It can only the way to make in those childrens lives to be valuable. While the enrollment rate increase almost 100% every year at school opening seasons, there is alarming about 40-50% dropping out before they completed in their primary education so one could imagine for students with disabilities. There is little help for schooling opportunities for students with disabilities with the current situation because of the low awareness about the disability issue, wrong traditional believes and practice, less accessible resources (Brielle, sign language, teaching aids, Buildings, etc.), Low prioritization and no special law and regulation to protect them. Among the four types of disabilities, accessibility for physical disability, blind and deaf disability may be about 3. For people with intellectual disability is 0.05. The vast majority of CWDs never attended school and that a large percentage of the ones who do attend mainstream schools soon drop out due to inaccessible school infrastructure, lack of learning scopes, improper learning process and unfriendly school environment. But amongst the children that are not in any form of educational setups, a large majority shows a keen interest to acquire education. CWDs may have many of the problems that affect children at risk. The difficulties and problems are not because of their impairments but because of several barriers around their environments. During this field research, the researcher notified that there is an absence of reliable and consistent data on the educational status of children according to their disabilities. This makes it difficult for educators, policy-makers and programmers to understand the nature of the problem, and identify possible solutions. Moreover, the current teaching methods are not addressing to the individual needs of students with disabilities by lacking training and experience of teachers in teaching and handling them. Currently, the education o

The Parthenon Essay -- essays research papers fc

The Greeks had an eager individualistic strain that led them to high levels of creative thinking in art, science, and literature. They were by nature sensitive to beauty and made its creation and enjoyment an important and necessary part of their lives. The Parthenon is a beautiful monument noted for its perfect simplicity of design and the harmony of its proportions. 1 From the architecture, to the sculpture, to the history of this great monument the Parthenon remains a masterpiece. The Parthenon is an ancient Greek temple dedicated to the goddess Athena Parthenos (Athena the Virgin), on the Acropolis in Athens. 2 Most Greek cities had an acropolis (meaning "high city" in Greek). The Greeks developed three architectural systems, called orders, each with their own distinctive proportions and detailing. The Greek orders are Doric, Ionic, and Corinthian.3 The Parthenon architecture is of the Doric order. It is the earliest and simplest of the Greek architectural orders. The Parthenon's columns give an impression of graceful solidity and power. It was built from 447 to 432 BC, under the leadership of Pericles. The Parthenon was a rectangle marble temple measuring about 102 by 230 feet. It had 17 columns along each of its sides and 8 columns on each end. 4 The distances between the columns of the Parthenon vary mathematically so that when viewed from a distance, the columns reflected optical distortions. For example, a column that was perfectly straight wou ld look like...

Legal Basis of Implementation of K to 12 Essay

LEGAL BASIS OF IMPLEMENTATION OF K TO 12 1. THE WHY OF OUR BEING HERE TODAY †¦. 2. * THE ENABLED FILIPINO * THE LEGAL BASIS 1987 Constitution – Article XIV, Section 1 – Article XIV, Section 2.1 R.A. 7160 (Local Gov’t Code ) * THE K+12 BASIC EDUCATION REFORM * THE SYNTHESIS 3. The enabled/empowered value-driven, visionary Filipino is the greatest treasure of this nation, a vision shared by every segment of our society, a vision achieved through quality education. 4. Article XIV, Section 1. – The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. Article XIV, Section 2 (1). – The State shall establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and the society. 5. WHERE ARE WE AT NOW? Insufficient mastery of basic competencies due to congested curriculum High school graduates (< 18 years) lack basic competencies and maturity 6. Locally, only 6 of every 1,000 Grade 6 elementary students are prepared to enter high school. Only 2 of every 100 4 th year high school graduates are fit for college. 7. Internationally, Filipino youths rank 41st in Science and 42 and in Math among 45 countries. 8. Millions of Overseas Filipino Workers (OFW) especially the professionals and those who intend to study abroad are at a disadvantage. Our graduates are not automatically recognized as professionals abroad. The Washington Accord and the Bologna Accord prescribe 12 yrs of basic education for university admission. 9. The Philippines is the only remaining country in Asia with a 10-year pre-university program Source: Adapted from SEAMEO-INNOTECH Table 3 Comparative Data on the Pre-University Education in Asia Country Basic Education Cycle Total Brunei 12 Cambodia 12 Indonesia 12 Lao PDR 12 Malaysia 12 Myanmar 11 Philippines 10 Singapore 11 Thailand 12 Timor-Leste 12 Vietnam 12 Mongolia recently added grades to make basic education 12 years. 10. Why Add Two Years? Decongest and enhance the basic education curriculum Better quality education for all 11. â€Å"We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.† – President Benigno S. Aquino III 12. K+12 is not new. The proposal to expand the basic education dates back to 1925. 13. WHAT IS K+12? K+12 mean Kindergarten and the 12 years of elementary and secondary education. Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum. 14. K+12 Education Vision Graduates of Enhanced K+12 Basic Education Program will: Acquire mastery of basic competencies. Be more emotionally mature. Be socially aware, pro-active, involved in public and civic affairs. Be adequately prepared for the world of work or entrepreneurship or higher education. Be legally employable with potential for better earnings. Be globally competitive. 15. Studies in the Philippines have shown that an additional year of schooling increases individual earnings by 7.5%. 16. What Will the Society Gain from K+12? K+12 will facilitate an  accelerated economic growth. K+12 will facilitate mutual recognition of Filipino graduates and professionals in other countries. A better educated society provides a sound foundation for long-term socio-economic development. 17. What Will the LGUs Benefit from K+12? EVERY CHILD A PRIDE OF THE LOCALITY Increase employment locally and globally Increase business enterprises More entrepreneurs and investors Improved family income Improved LGU income 18. Studies validate that improvements in the quality of education will increase GDP growth by 2% to 2.2%. 19. How Do We Add the Two Years? Proposed Model: K-6-4-2 Model Senior High School Grades 11 to 12 (16-17 years old) Junior High School Grades 7 to 10 (12-15 years old) Elementary School Grades 1 to 6 (6-11 years old) Kindergarten (5 years old) 20. What is Senior High School? 2 years to consolidate academic skills and competencies and allow in-depth specialization for students depending on the occupation/career track they wish to pursue Skills and competencies relevant to the job market 21. Implementation Plan (proposed) 22. Summary Change is two-fold: curriculum enhancement and transition management. K+12 is a less costly alternative to the present system of education. We have 5 years to address shortages before implementation. 23. * 1987 Constitution Art. XIV, Sec. 1 Art. XIV, Sec.2.1 * R.A. 7160 THE ENABLED FILIPINO: VISION & VALUE DRIVEN * Highly competent; Highly skilled; Emotionally mature; Highly productive K+12 ENHANCED BASIC EDUCATION (K+ 6 + 4 +2) Local Government Units Other Government Agencies THE ENABLED FILIPINO 24. Therefore, this is the perfect time for the K+12 Enhanced Basic Education Reform. It cannot wait any longer. 25. WE COUNT ON YOU!!! Make K+12 your LEGACY!!! 26. Team 4A Dr. Carmelita T. Dulangon Dr. Caredad Labe Dr. Ma. Milagros Velez Dr. Rosalie Pasaol Mr. Bianito Dagatan 27. THANK YOU!!!