Why We Should Keep The Drinking Age At 21 Essay Example For Students

Why We Should Keep The Drinking Age At 21 Essay Why We Should Keep the Drinking Age at Twenty-oneBy Barry T. HellmanEnglish 116, section 6Dr. Budler11 May 2000 Imagine winning the State Basketball Championship. You get back to your house with a few friends and feel a party is in order, so you start drinking a few beers after your parents go to bed. Someone suggests that you drive somewhere to get rid of the empty cans. ?Yes, thats not a bad idea?, so you all pile into the car and take off. A few hours later, your parents receive a telephone call to come down to the station. There has been a terrible accident, and they must identify the body. This is the one phone call all parents dread. This true story is detailed in the Germantown, Tennessee high school newspaper. Stories like this compel me to believe that the legal drinking age should be kept at twenty-one. We will write a custom essay on Why We Should Keep The Drinking Age At 21 specifically for you for only $16.38 $13.9/page Order now Almost every state set a legal drinking age of twenty-one, the legal voting age at the time, after prohibition was repealed. Between 1970 and 1975, twenty-nine states lowered the voting age from twenty-one to eighteen, twenty-nine states also lowered their drinking age to eighteen or nineteen. During the late seventies, studies showed that traffic crashes had drastically increased after lowering the drinking age. Once this was announced publicly, many groups created a movement to increase the minimal drinking age, and sixteen states responded. The Uniform Drinking Act was passed in 1984. This strongly encouraged the remaining thirteen states to raise their drinking age. If the states would not agree to do so by 1987, the government said that it would cut highway funding (Encyclopedia of Alcohol and Drugs). Many would argue that when the drinking age were set at twenty-one, there is an unavoidably huge increase in alcohol use when youths, turning twenty-one, ?make up for lost time.? However, a study done by Alexander Wagenaar and PM OMalley found that when the minimum drinking age was twenty-one, there was a lower use of alcohol after they turn twenty-one. One of the largest arguments in favor of lowering the drinking age is the use of Europe as a comparison. Where as in Europe, where there isnt a prescribed legal age for drinking, the age for obtaining a drivers license is eighteen. Sixteen is the average age for obtaining a license. This lower age for driving in combination with the lowered drinking age incurs a rise in traffic accidents and even death. Drinking before twenty-one causes more deaths than illnesses. On the other hand, those countries have their share of alcohol problems. The rate of alcohol-related diseases such as cirrhosis to the liver is the same, if not higher, as in the United States. Also drunk driving among youth in Europe is lower, but only because the legal driving age in most European countries is higher. Furthermore the use of public transportation is greater in Europe, where as in the United States fewer people take advantage of public transportation. Public transportation is either frowned upon or not avai lable. It is also argued that even though the legal drinking age is at twenty-one, many youths still can easily obtain and drink alcohol, so the current drinking age doesnt work. It stands to reason to conclude that if the drinking age were lowered to eighteen, even younger children would be using alcohol. This therefore, would have adverse affects on our society, not a positive affect. Because its illegal for people under twenty-one, many of those people dont drink. Lowering the drinking age would increase alcohol problems among teens, even at an earlier age. (Wagenaar and co. article, page 2)My opinion is further supported by the Correlation between underage drinking and alcohol abuse. Scientists of the National Institute on Alcohol Abuse and Alcoholism have said that teens that begin drinking before the age of fifteen are four times more likely to become alcoholics. The same institute also found that alcohol abuse doubles, in those who start drinking before the age of fifteen compared to those who first begin drinking at age twenty-one. Continuing, they found that twenty-five percent of those who began drinking before the age of seventeen went on to become alcoholics. .uf339af814940b8407cb8161b9caddc8a , .uf339af814940b8407cb8161b9caddc8a .postImageUrl , .uf339af814940b8407cb8161b9caddc8a .centered-text-area { min-height: 80px; position: relative; } .uf339af814940b8407cb8161b9caddc8a , .uf339af814940b8407cb8161b9caddc8a:hover , .uf339af814940b8407cb8161b9caddc8a:visited , .uf339af814940b8407cb8161b9caddc8a:active { border:0!important; } .uf339af814940b8407cb8161b9caddc8a .clearfix:after { content: ""; display: table; clear: both; } .uf339af814940b8407cb8161b9caddc8a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf339af814940b8407cb8161b9caddc8a:active , .uf339af814940b8407cb8161b9caddc8a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf339af814940b8407cb8161b9caddc8a .centered-text-area { width: 100%; position: relative ; } .uf339af814940b8407cb8161b9caddc8a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf339af814940b8407cb8161b9caddc8a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf339af814940b8407cb8161b9caddc8a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf339af814940b8407cb8161b9caddc8a:hover .ctaButton { background-color: #34495E!important; } .uf339af814940b8407cb8161b9caddc8a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf339af814940b8407cb8161b9caddc8a .uf339af814940b8407cb8161b9caddc8a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf339af814940b8407cb8161b9caddc8a:after { content: ""; display: block; clear: both; } READ: Portrayal of Reality in Great Gatsby EssayFurthermore, most studies show an increase in traffic accidents, and even deaths, among youths when the drinking age was lower. The Encyclopedia of Alcohol and Drugs also states that the result of lowering the drinking age caused a five to twenty percent increase in the number of fatal injury-causing crashes ?likely to involve alcohol, such as single-vehicle accidents occurring late at night? Alcohol use is typically reported in one-fifth to two-thirds of these problems; youth drowning, vandalism, assaults, suicides, and teenage pregnancies (Toomey, Rosenfeld, and Wagenaar 3). Besides accidents, there is also an association between alcohol abuse and suicide. Between one-third and two-thirds of adolescent suicide victims have a measurable blood alcohol level. A study of suicides from 1970 to 1990, done by Johanna Birckmeyer and David Hemenway, found that the suicide rates of eighteen to twenty year olds living in states with a drinking age of eighteen was eight percent higher than in states with a drinking age of twenty-one. The last point to consider is that when the drinking age was lowered to eighteen or nineteen an increase in traffic accidents occurred. Drinking before twenty-one causes more death than illnesses. It seems to me that there is little valid argument against leaving the legal drinking age at twenty-one. Auto accidents, suicides, illnesses early drivers licences varying cultures, and alcoholism are all reasons in favor of maintaining a legal drinking age of twenty-one Too much, too soon, kills!Works CitedBirckmayer, Johanna; Hememway, David. ?Minimum-age drinking laws and youth suicide, 1970-1990.? American Journal of Public Health (1999). 29 April 2000. Bower, B. ?Alcoholism shows its youthful side.? Science news 26 April 00Quigley, Loria, et al. Drinking among young adults. Alcohol Health and Research World. April 00:p185-191. Sherman, Laura. ?Tragedy After An Enormous Accomplishment.? Germantown High School News. 4-15-99Toomey, Rosenfield, and Wager. Encyclopedia of Alcohol and Drugs. New York 1995Toomey, Rosenfield, and Wager. The minimum legal drinking age: history, effectiveness, and ongoing debate. Alcohol Health and Research World, 4-28-00 p213(5)Wagenaar,Alexander, et al. Deterring sales and provision of alcohol to minors: a study of enforcement in 295 countires in four states. Public health Reports. April 00: p185-191. Bibliographyalready in the paper, the works citedEnglish Essays

The loudest quiet man around

The loudest quiet man around. Both in the movie and the story Shawn Thorton/Kelvin is a boxer from America who returns to his home town in Ireland, but thats about the only major similarity between the movie and the book. In the story and movie some of the differances are that Shawns home town is different, the people are different, in more way than one, all in all a different story line. The story was written by Maurice Walsh, the movie was directed by Wolfe. In this the difference between the movie and the story The Quiet Man will be reveiled to the reader. In the movie the story line takes you to the beautiful city of Inspree. In the book the story line takes you to a much similar town called Kerry. Even Shawn's little cottage is different. In the movie he buys the cottage that he was born in from the Widow. In the book he couldn't by his cottage cuz it was not for sale. Big Laim O' Grady owned it and would not sell it cuz it connected the land between his house and the love of his life the Widow, the only reason he loved her is because of the fact she is extreamly rich. Another difference is the people of the small towns. Not only do these people have different names but also different personalities and different physical charicteristics. Lets take the main charicters Shawn for a very good example. He is called Shawn has two different last names. He also in the movie is a strong handsom tall man. In the book he is short and stalky. In the movie is a man who knows what he wants. In the book he seems to be a little bit not sure of what he wants and the way he wants it. In the movie Shawn buys his place of birth and goes into more details on stuff like the race where Kate's bonet is on the line. Also Kate and Shawns marriage is a set up and a scam on Will (laim). In the book Shawn buys a piece of property with no history to him, Date Cillen a...

Accounting,corporate governance and ethics Essay

Accounting,corporate governance and ethics - Essay Example The accounting profession has evolved over the years and today is viewed as making big contributions to inspiring investor confidence in various enterprisesThe tedious accounting profession is a sensitive undertaking especially when it comes to certifying to accuracy Because of this sensitivity, the accounting profession had adopted a professional code of ethics for all members. People however believe a lot of reformist agenda had been thwarted by the vested interests of pro-corporate public policy makers (Conrad 313). The chief ethical difficulty that faces most accountants today is what constitutes a full and timely disclosure (Duska & Duska 7). The accounting profession has seen a lot of corporate scandals which had spoiled its sterling professional image in which countless individuals lost their lifetime savings. It has been as a reaction to these scandals that laws were passed to strengthen the standards of the profession to avoid repeating the same mistakes and as additional sa feguards for investors. Regulators, lawmakers, accounting professionals and policy makers had scrambled to draft these new rules and regulations to impose higher standards in the profession but ultimately, it is the individual’s conscience that will preclude any scandals or lapses from happening again. Management boards and executive committees likewise have spent considerable time into the deliberations of formulating their own set of corporate standards and code of ethics to prevent accounting scandals from occurring in their firms or in any part of their organization. An aim of this paper is to explore the accounting profession as it is today compared to previous years. Discussion Accounting is one of those professions in which utmost trust is reposed on those who practice it as a profession (as source of income and livelihood). It is no different from client- lawyer engagement or a patient-doctor relationship in which confidentiality is paramount. As a profession, account ing is charged with the task of making sense out of numbers and it is for this capability for which the various users of financial information rely on for their judgment. It is therefore very crucial that the information contained in financial statements can be relied upon for their timeliness, integrity, usefulness, relevance and accuracy. Stricter government regulations regarding corporate financial reporting has removed some of the more immediate temptations and threats to the integrity of financial statements. However, self-regulation of the industry is also vital in this regard and to educate members of the profession regarding their sacred duty to make the financial figures credible to the public. The most significant reform to ever come about the recent corporate accounting scandals that involved Enron and others is the Sarbanes-Oxley Act of July 30, 2002. It is a very significant piece of legislation in one respect: it now requires corporate executive officers to also sign o ff on the financial documents prepared by third-party auditors. What this piece of law means for the accounting profession and the executive boards of publicly-listed companies is both entities must now certify as to the accuracy of the data as contained in the audited financial statements. Previously, management boards and executive committees of affected companies can wash their hands off any audited financial documents if there are discrepancies contained in them but the Sarbanes-Oxley Law (or SOX for short) had changed that cavalier attitude. For the first time ever, not only are the auditing firms to be liable for failures to detect any accounting anomalies as they go about their task of auditing, the management people of the audited entity are also equally liable. The new law had rightly put some pressure on

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

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

The Quality of Service Provided by the Accounting Department Essay

The Quality of Service Provided by the Accounting Department - Essay Example The idea that non-managerial employees should not be involved in the interviews and instead limit the interview to the list of managers whom he or she perceived to be useful to the interview is inimical to the research because the exact identification of respondents is tantamount to pre-selecting the subjects that would represent the population. It is important to point out that the internal customers of the accounting department that perceives them include all employees in the company and that includes both the rank and file and managers. Limiting the samples that are supposed to represent the entire organization in the study among managers would make the study anecdotal in evidence because the small sample does not represent the entire organization. Hoeken and Hustinx stressed that anecdotal evidence is never superior to statistical evidence in any study. Statistical evidence is also far more persuasive than cherry picking the samples (Hoeken and Hustinx, 2008). In addition, the pr ofessor would also like to be present during the interviews of the members of the accounting department under the pretext that this will be an ideal opportunity to understand the operations of that department. The intent to study the operations of the accounting department is a terrific initiative given the issue that besets the accounting department. It is not however advisable in the context of a study because studying its operation by a third party is not part of the objective of the research and therefore does not contribute to the purpose of the study. I would beg the professor for us to discuss our methodology first that would allow me an opportunity to air my concern about his presence during the interview and to air my disagreement about the inadequacy of the focus group discussion that will be limited among pre-selected managers. I would suggest that he can instead have the transcript of the interview and to include rank and file staff in the focus group discussion where th e selection is random. I will also include a survey to have a wider sampling since the population of study is too large (the whole company) to be represented by a mere focus group discussion. 2. What are the likely outcomes if the research goes ahead as suggested by your professor? Having anecdotal evidences as primary data will result to an invalid study because it cannot answer the intent of the research which is to determine the extent of the match of perceptions between accounting department and internal customers. It only has the perceptions of the managers as input which does not compose the entire internal customers of the company. In addition, the professor’s insistence to be present during interview of the staff of the accounting department may also have distorted the outcome of the study due to the Hawthorne Effect. Hawthorne Effect is â€Å"the tendency for people to behave differently when they know they are being studied...’ (Davis & Shackleton, p. 55 cit ed in Chiesa and Hobbs, 2008 pg. 69)†. There is a chance that the presence of the professor may influence the answer of the staff of accounting department during the interview that could distort the outcome of the interview. 3. Negative impact on people can occur in research. What is the prospect of this kind of consequential impact on participants in this case? Participants may be tagged as trouble makers

Education Essays Pupils Special Disabilities

Education Essays Pupils Special Disabilities Pupils Special Disabilities This essay critically evaluates the success of policies to promote the inclusion of pupils with special educational needs and disabilities since 1997. The essay reflects critically on recent legislation in the field and the implications of this for development, showing an understanding of how to resolve conflicting viewpoints. The essay first outlines the legislation, and policy documents, that have been enacted or published since 1997 and then critically analyses these policies in terms of answering the question of how successful these policies have been in terms of meeting special educational needs and disabilities through a review of the impact of these policies on the teaching of special needs children in mainstream schools, and the impact of this on the pupils with special needs, on the ‘normal’ children being taught alongside special needs pupils and on the teaching staff involved in teaching in classrooms containing mainstreamed special needs pupils. Special education is defined, generally, as education that is modified for students with special needs, whether these be special physical needs due to a disability or special mental needs, such as mental health problems or giftedness. The Education Act 1996 defines special educational needs thus, children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them, and children can be identified as having a learning difficulty if they have a significantly different ability to learn than the majority of children the same age as them and if they have a disability which prevents them from making use of facilities that would normally be used within that setting by children of a similar age. Students with special educational needs and disabilities have been catered for through a number of legislations since the late 1990s. The Education Act 1996 outlines the various roles and responsibilities of all those involved in the process of educating children within the UK: teachers and parents, for example. The Education Act 1996 contains statutes that are directly relevant to the education of children with special educational needs and disabilities, building, as it does, on the Disability Discrimination Act 1995. One of the requirements of the Act is that local authorities publish ‘disability statements’ at regular intervals, detailing the facilities provided by the local authority with regards to accommodating children with special educational needs and disabilities because one of the main requirements of the Act was to identify, assess and meet children’s special educational, or physical, needs in terms of meeting these needs within a mainstream school. Part Four of the Education Act 1996 was revised and was enacted as the Special Educational Needs and Disability Act 2001. The Government launched their publication entitled Excellence for all children: Meeting Special Educational Needs in 1997, which set out a coherent strategy for dealing with students with special educational needs and disabilities. This was enhanced through the 1998 publication of the document Meeting Special Educational Needs – A Programme of Action which, when implemented in conjunction with the 1999 Disability Task Force report entitled From Exclusion to Inclusion, reinforced the necessity of considering the rights of students with special educational needs and disabilities. Essentially, the New Labour Government wanted to extend the educational provisions for students with special educational needs and disability by placing educational provision in the broader agenda of social inclusion, within the framework of rights for individuals with special educational needs and disabled individuals (MacBeath et al., 2006)n. Following these publications, and as has been seen, Part Four of the Education Act 1996 was revised and was enacted as the Special Educational Needs and Disability Act 2001. The Special Educational Needs and Disability Act 2001 is divided in to three parts, two of which are of particular relevance for those with special educational needs and disability: Part One which made changes to the existing Special Educational Needs section in the Education Act 1996; and Part Two which deals with disability discrimination in education, amending Parts Three and Four of the Disability Discrimination Act 1995. Part One of the Special Educational Needs and Disability Act 2001 strengthens the rights of special educational needs children, in particular the right of these individuals to be schooled in mainstream schools. Part Two of the Special Educational Needs and Disability Act 2001 makes it illegal for schools and Local Authorities to discriminate against disabled people for any reason that is related to their disability: schools and local authorities have a â€Å"reasonable adjustment† duty to provide for the special needs of any individuals under their care. Since the enactment of this Act, a revised Special Educational Needs Code of Practice was developed (in 2002), which provides practical help and advice to all those involved in providing education to students with special educational needs and disabilities. Then, in 2003, a Green Paper was published, entitled Every Child Matters, which outlines the Government’s commitment to partnership with all those involved in educating students with special educational needs and disabilities, under the framework of the Children’s Services proposals. In 2004 a strategy document was published by the Government, entitled Removing Barriers to Achievement – The Government’s Strategy for SEN, which focuses on providing guidelines for early intervention, and for the provision of special educational needs. In terms of the Government’s approach to the education of students with special educational needs and disabilities, as outlined in their 2004 document Removing Barriers to Achievement – The Government’s Strategy for SEN, the Government sees it as important to remove barriers to learning and to raise both expectations and achievements, all within a framework of ensuring the application of the terms of the Disability Discrimination Act 2005. In terms of the impact of all of this legislation on the education of students with special educational needs and disability, the proportion of such students being ‘mainstreamed’ (i.e., taught within the framework of a ‘mainstream’ school, not a special school) has not been significantly affected by the legislation as many parents are still choosing to send their children to special schools, although the legislation has increased the awareness and appreciation of mainstreaming (OFSTED, 2004). From 1999 to 2003, for example, the portion of students with special educational needs and disability that were schooled in a mainstream setting remained steady, although reports from the Audit Commission have reported an increase in students with behavioural disorders being mainstreamed; conversely, since 2001, in fact, there has been a 10% increase in the number of students sent to special schools (OFSTED, 2004). Whilst the Government seems to think that mainstreaming is the best possible solution for special needs children, a recent report has suggested that school inclusion can actually be a form of abuse and that the recent policies that have been enacted to cover the education of special needs children are badly failing these children (MacBeath et al. 2006). As reported by the BBC, MacBeath has been quoted as stating, â€Å"Physically sitting in a classroom is not inclusion. Children can be excluded by sitting in a classroom that is not meeting their needs†. As reported in MacBeath et al. (2006), there is massive variability across the country as to how inclusion, and mainstreaming, is accommodated, with many schools having unresolved problems regarding inclusion of students with special educational needs and disabilities. A recent (2004) OFSTED report, which looked at the issues of special educational needs and disability and inclusion in mainstream schools found that the Government’s revised inclusion framework has promoted increased awareness of the benefits of inclusion and has led to some level of improvements in practice, but that the framework of inclusion has had little effect, as yet, on the number of pupils within mainstream schools or on the range of needs for which mainstream schools can cater, even though most mainstream schools are committed to mainstreaming special educational needs and disabled students. However, the report found that only a minority of mainstream schools meet special needs well, with expectations of achievement not well enough defined with progress in learning slower, for a vast majority of pupils, than it should be (OFSTED, 2004). Few schools were found to objectively evaluate their provisions for students with special educational needs and disability with not enough use being made of the potential for adapting the curriculum so that such students have suitable opportunities for improving their education (OFSTED, 2004). In general, classroom teaching of students with special educational needs and disability was of highly variable quality, with many lessons having many shortcomings with teaching assistants, especially, contributing to a lack of organization with regards to students with special educational needs and disability (OFSTED, 2004). Shockingly, over half the schools that were visited during the course of this report had no disability access plans and few schools liaised with special schools in order to develop better educational content for the subsequently mainstreamed pupils (OFSTED, 2004). In sum, the OFSTED (2004) report recommended that the Government and local education authorities start to work together in order to ensure that the ability of mainstream schools to teach pupils with special educational needs and disability in a better way, in terms of working closely together with special schools to forge productive links for mainstreamed special educational needs and disabled pupils, such that pupils with special educational needs and disability are enabled to play a full and active part in school life, receiving a curriculum that is relevant to their needs. Whilst noble in its aim, therefore, in terms of the actual numbers of students with special educational needs and disability being mainstreamed, and the education these children are receiving when mainstreamed, inclusion remains a significant challenge for many mainstream schools, and the education received by students with special educational needs and disability within a mainstream school setting is perhaps not as optimum as it could be in many cases, with provisions for their special educational needs and disabilities also not being as adequate as they could, or should, be (Henry, 2004). MacBeath et al. (2006) identified shortcomings in the issue of inclusion, with schools admitting they often had problems with mainstreaming of special educational needs and disabled pupils, due to issues related to resourcing and financing, admissions and capacity, balance of needs, recruitment and retention and expertise and professional development. This does not mean that inclusion policies do not work, as MacBeath et al. (2006) found that inclusion policies are often seen to work when a number of essential conditions are met, namely that staff are enthusiastic and committed, with strong teamwork across staff at the school. In addition to looking at how mainstreaming affects pupils, MacBeath et al. (2006) also looked at how teaching staff are affected by the mainstreaming of students with special educational needs and disabilities. It was found that teachers, in principle, welcome mainstreaming, but that the realities of mainstreaming in practice are very different, due to the fact that the needs of pupils with special educational needs and disabilities are very different from those of ‘normal’ children, and that this can cause problems when deciding how to allocate one’s time as a teacher; that often special needs and disabled pupils are allocated to teachers who lack the necessary skills to be able to handle these pupils; that the nature and quality of support for teachers with special needs and disabled pupils is often not present, all of which impact negatively on the ability of the teacher to teach all of their pupils, i.e., those with special needs or disabilities and the ‘normal’ children (MacBeath et al., 2006). Thus not only do policies to promote the inclusion of pupils with special educational needs and disabilities affect those children with special educational needs and disabilities, when such children are mainstreamed, these policies also affect the ways in teachers are able to carry out their job, in terms of being able to teach all children in their care equally and with equal attention. This has been noted to be of special concern when the pupils with special educational needs are children with behavioural problems (whom, as we have seen, have been steadily increasing in numbers in mainstream school settings), as these children are very demanding of teachers time, which, if the teacher pays a great deal of attention to managing these pupils behaviour can lead to the teacher having less time to dedicate to the ‘normal’ children in their class. This leads to the argument that special educational needs and disabled children should not be educated in mainstream classrooms. Seldom is the level of training sufficient for mainstream teachers to teach these children adequately, and to care for these children well enough, so that the basic care needed for these children is often not present. Conversely, if the teachers are well versed in teaching and managing pupils with special educational needs, and concentrate too much on these pupils within their classroom, this leads to the ‘normal’ children in the class missing out on the teacher’s time and attention. There is, thus, a delicate balance to be struck when a teacher’s classroom includes children with special educational needs or disabilities, between caring for that individual child and accommodating their needs, and also having adequate time for the other pupils in the class. For this reason, many educators, and many parents, argue against the idea of inclusion and mainstreaming, arguing that these policies serve no practical purpose, other than fulfilling the Government’s idea of how inclusion should ideally work. The MacBeath et al. (2006) report addresses this issue, when they ask ‘is inclusion working?’. Whilst inclusion provides social benefits for special educational needs and disabled children, in terms of them feeling more accepted by their peers, the viability of the whole concept of inclusion is brought in to question when one studies what has been happening in classrooms over the period when mainstreaming has become more commonplace. For teachers who have taught special educational needs and disabled pupils in a mainstream setting, it has been found that children with special needs often feel they have a lack of entitlement to learn and develop emotionally; that there are restrictions on learning for ‘normal’ children being educated alongside special needs children because a disproportionate amount of a teacher’s time is given to special needs children; that mainstreaming special needs children can generate feelings of inadequacy in teachers without specialized expertise in dealing with such children; that there is a great increase in the workload of teachers dealing with special needs children within their classroom and that there are massive pressures on teachers in terms of inadequate funding and resourcing by local authorities (MacBeath et al., 2006). The MacBeath et al. (2006) also addressed the impact on pupils of inclusive policies, finding that mainstreamed special needs children can benefit from interactions with their peers, but that, in the majority of cases, lack of training of teachers, and lack of resources mean that special needs pupils are not adequately dealt with and end up struggling in mainstream schools because there is a general and significant lack of expertise on the part of teachers as to how to properly and adequately deal with special needs children in a mainstream school setting. Following these conclusions, the MacBeath et al. (2006) report recommended that the implementation of policies of inclusion should not rely on individual schools to handle all the responsibility of teaching these children, rather that this should be based on a collaborative effort between special schools, mainstream schools and local authorities, and that this enhanced collaboration should ensure the best service for all children, i.e., those with special needs who are being mainstreamed and ‘normal’ children in classrooms containing pupil(s) with special needs who are being mainstreamed. It is clear that policies of inclusion, and mainstreaming, will only work, and will only continue to be suggested and developed, if this collaborative effort is strengthened and if teachers involved in teaching mainstreamed special needs children receive adequate training, allowing them to handle their special needs pupils in a way that is advantageous to those individuals, and also to simultaneously manage their ‘normal’ pupils, so that accommodating pupils with special needs does not come at the detriment of ‘normal’ pupils. For fear of a lack of adequate training and understanding, perhaps, many parents of special needs children still choose to send their children to special schools: as we have seen, the proportion of special needs students being ‘mainstreamed’ (i.e., taught within the framework of a ‘mainstream’ school, not a special school) has not been significantly affected by recent legislation, as the vast majority of parents of special needs children are still choosing to send their children to special schools and not to send them to mainstream schools (OFSTED, 2004). In terms of the success of policies to promote the inclusion of pupils with special educational needs and disabilities since 1997, then, as has been seen, these policies were introduced as a way in which to further the New Labour Government’s ideas about social inclusion, but have, in practice, been ill thought out, in terms of the actual provision of support and training for teachers and teaching assistants who are actually involved, on a day-to-day basis, with teaching mainstreamed special needs pupils. Thus, whilst there is a case to be made for inclusion with regards to special educational needs and disabled pupils, particularly in terms of the social benefits of this practice for the special needs children, there have been insufficient resources devoted to making these policies work in practice, in terms of generating a collaborative atmosphere which would foster sharing of resources and expertise, between mainstream and special schools, for example. Both MacBeath et al. (2006) and OFSTED (2004) found that when mainstreaming does works, it works only because of the extreme dedication of the individual teachers involved, not because there is a framework in place to ensure that inclusion works in practice. Such was the gravity of the situation as recorded by MacBeath et al. (2006) that their report concluded with an urgent need for inclusive practice, including a â€Å"radical re-appraisal of†¦the contradictions inherent in the interface of standards and inclusion agendas†. References BBC (2006). School inclusion ‘can be abuse’. Tuesday 16th May 2006. DfES (1997). Excellence for All Children – Meeting Special Educational Needs. DfES (1998). Meeting Special Educational Needs – A Programme of Action. DfES (2001). Inclusive Schooling. DfES (2002). Special Educational Needs Code of Practice. DfES (2003a). Every Child Matters. DfES (2003b). Together from the start: practical guidance for professionals working with disabled children and their families (birth to 3 years). DfES (2004). Removing Barriers to Achievement – The Government’s Strategy for SEN. Disability Rights Task Force (1999). From Exclusion to Inclusion. Dyson, A. (2003). Special needs, disability and social inclusion – the end of a beautiful friendship? In Norwich, B. (ed.) (2003). Disability, disadvantage, inclusion and social inclusion. Henry, J. (2004). Inclusion policy fails children with special needs. The Telegraph 25th September 2004. HMSO (1995). Disability Discrimination Act HMSO (1996). Education Act HMSO (2001). Special Educational Needs and Disability Act HMSO (2005). Disability Discrimination Act MacBeath, J. et al. (2006). The Costs of Inclusion. University of Cambridge Faculty of Education. Norwich, B. (ed.) (2003). Disability, disadvantage, inclusion and social inclusion. OFSTED (2004). Special educational needs and disability: towards inclusive schools.

Global Politics in the 23rd Century Essay -- Ecnomics Economy Essays

Global Politics in the 23rd Century The Earth of the turn of the 23rd century has a tri-polar global power arrangement. The traditional balance of power has been upset by the decline of oil; this was an eventuality everyone knew was coming but no one did anything about. The tremendous growth of China and India, among other places, created a supply shortage worse than anyone predicted. The subsequent and fairly sudden loss of petroleum as an affordable and, later, existent energy source led to international economic collapse and opened the door for a new international paradigm. The first immediate result after this collapse was a shift in the Middle East. Having lost oil both as a revenue source and as a cause for intervention by outside states, the region had newfound drive towards two goals: the first was a more appropriate political reorganization and the second was scientific resurgence. The Peoples’ Islamic Republics (the plural in the title was retained to emphasis the union of many, though the term ‘Republic’ was used purely as a rhetorical device) was eventually created to fill the void the collapse of oil created. This is a communist state based on the principles of Islamic communism as formed during the middle 21st century. This form of communism is not at all Marxist, Maoist, or Leninist, but is based on the religion of Islam particularly emphasizing Islam’s pillars of community and community assistance. There is not an oppressive state. Various levels of religious leaders largely carry out the roles of a government. These leaders are answerable in turn to a religious Caliph-like leader who is elected among the local leaders. Redistribution of wealth is accomplished through this system but in actuality much o... ... influential in attempting the area’s resurgence. Policy is driven by the Confederated Congress in Beijing and the member states have less and less autonomy to determine their own futures. The basic world situation is thus that there are three superpowers, each drastically different and each searching for its place in a new world order. Other nations do, of course exist, and can be influential figures regarding trade and alliances, but the three superpowers, only two of whom are really interested in expansion and conflict, drive the international scene. This scene has expanded into a space race for resources to drive the power that made the Anglicans so powerful. The main source of conflict at the turn of the 23rd century is that struggle in near outer space for control of prime radiation collection points and the supply routes back to Earth.

A Palaeo Environmental Assessment Of Sediments

This palaeo-environmental Reconstruction is based upon utilizing a multi-proxy attack to analyze lake deposits. The lake of Wuxu-hai prevarications in the Province of Yunnan, southwest China ( figures 1 and 2 ) and consists of a individual basin mensurating 1.7km2 situated at an height of 3630m a.s.l. It is thought that Wuxu-hai Lake was formed by glacial procedures during the Last Glacial Maximum ( LGM ) . At present, the catchment lies in a sub-alpine flora belt situated at 250m below the current treeline. The flora is chiefly comprised of cone-bearing wood ( Pinus, Picea and Abies ) , deciduous and evergreen Quercus. The country above the current treeline is dominated by grassland steppe. 1.2. Materials, Methods and Techniques In 2008 a 6.5 m nucleus was extracted from the Centre of Wuxu-hai Lake and sub-sampled at a declaration of 2cm, utilizing a multi-proxy attack, affecting a assortment of lithological and biological techniques. Vegetation screen Reconstruction within the lake catchment is inferred from alterations in the pollen concentrations of species over clip ( Pinus, Quercas, Artemisia and Poaceae ) . Loss on Ignition ( LOI ) has been carried out to find the organic content of the nucleus. Furthermore, Mineral Magnetic Analysis ( Xlf ) has taken topographic point in order to find the entire magnetic composing of the majority deposit. Finally, Micro Charcoal analysis ( grains/cm3 ) has been used to uncover counts of micro wood coal, supplying a record of past fire events within the catchment. Figure 1: Map exemplifying the Figure 2: Detailed map of Yunnan States of China. Province ( approx 380,000km2 ) . 2. ) Chronology Radiocarbon dating was carried out on 12 equally separated subdivisions of the nucleus utilizing a assortment of different stuffs. The natural 14C ages can non be straight used as a calendar day of the month. This is because the degrees of atmospheric 14C have non remained changeless during the span of clip that can be radiocarbon dated. Therefore, the natural 14C ages BP have been calibrated at 1 sigma and expressed as a mid point value ( Cal yr BP ) to give accurate calendar old ages. ( table 1 ) . Depth Material 14C Age ( uncalibrated ) Cal year BP ( 2 sigma ) Standard Error Median Age ( Cal yr BP ) Calender Year 72.25 Wood 8001 Â ± 50 8698 – 9011 0.979567 8854.5 Â ± 50 6904.5 80.25 Shell 7899 Â ± 65 8587 – 8987 1 8787 Â ± 65 6837 130.5 Wood 9211 Â ± 39 10253 – 10443 0.858516 10348 Â ± 39 8398 142.5 Leaf 9555 Â ± 55 10702 – 11109 0.991144 10905.5 Â ± 55 8955.5 151.5 Leaf 10018 Â ± 27 11329 – 11629 0.959505 11479 Â ± 27 9529 225.5 Majority 8742 Â ± 125 9535 – 10160 1 9847.5 Â ± 125 7897.5 268.5 Seed 13571 Â ± 33 15800 – 16546 1 16173 Â ± 33 14223 307.5 Leaf 14258 Â ± 54 16618 – 17438 1 17028 Â ± 54 15078 359.5 Wood 14723 Â ± 67 17285 – 18083 1 17684 Â ± 67 15734 431.5 Wood 16216 Â ± 41 19228 – 19484 1 19356 Â ± 41 17406 501.5 Shell 12321 Â ± 78 13994 – 14734 1 14364 Â ± 78 12414 629.5 Majority 18921 Â ± 102 22238 – 22638 1 22438 Â ± 102 20488 Table 1: Chronology tabular array exemplifying calibrated 14C AMS day of the months for WX1-08 nucleus. On-line standardization was calculated utilizing Calib Executive Version 5.0.2 package ( Stuiver and Reimer, 1993 ) . The tabular array besides illustrates the carbon 14 ages, standard mistake values, deepnesss of stuffs dated, type of stuff, uncalibrated and graduated day of the months. 3. ) Age-depth Model Figure 3: Age-depth theoretical account covers the period from 22.438 cal year BP – nowadays. Age deepness theoretical account Using the information illustrated in table 1, an age-depth theoretical account was created for the nucleus. However, it is necessary to province that when making the age-depth theoretical account, two of the original informations points were removed ( Table 2 ) . Depth Material 14C Age ( uncalibrated ) Cal year BP ( 2 sigma ) Standard Error Median Age ( Cal yr BP ) Calender Year 225.5 Majority 8742 Â ± 125 9535 – 10160 1 9847.5 Â ± 125 7897.5 501.5 Shell 12321 Â ± 78 13994 – 14734 1 14364 Â ± 78 12414 Table 2: Table exemplifying the 2 values that were considered anomalousnesss. The majority and shell stuffs, which were at deepnesss of 225.5 and 501.5 within the nucleus sample represented significantly lower median ages than the information points above them. This instantly became apparent when plotting them on the age-depth theoretical account as their average ages ( Cal yr BP ) represented obvious anomalousnesss. These values were removed from the age-depth theoretical account. Figure 4: Four zones have been interpreted from the magnetic susceptibleness values. These values indicate mineral magnetic belongingss which can be used to set up alterations in rates of deposit which can so deduce alterations in clime or alterations is the energy of the clime around the catchment ( Dearing, 1986 ) . The four zones stretch across all placeholders leting a multi-proxy probe in which palaeo Reconstruction is based on the integrating of grounds from all the beginnings. Entire organic C Pinus Quercus Artemisia Poaceae Loss-on-Ignition Charcoal Magnetic Susceptibility Percentage ( % ) Percentage ( % ) Percentage ( % ) Percentage ( % ) Percentage ( % ) Grains Per Gram Xlf 9517 13371 16376 19033 20827 22105 Entire organic Silicate Zone 1 Zone 2 Zone 3 Zone 4 5. ) Data reading 5.1. ) The undermentioned subdivision is an reading of the dataset in order to bring forth a paleoenvironmental history for Wuxu-hai Lake. Comparisons to local and regional datasets will be made throughout to measure larger-scale forms that could be related to climatic alterations. Proxy Inference Pinus Tree ( Pine ) Coniferous Grows at High heights ( Upland tree ) Cool conditions, precipitation Poor, coarse textured dirts pollen-analytical oscillations Temporal alterations in flora screen ( vegetation belt displacements ) Treelines: climatically sensitive transitional zones Ecological alterations Not all workss produce same measures of pollen Quercus Tree ( Oak ) Deciduous and Evergreen Grows at lower lifts than Pinus ( Valley braid ) Better dirts than Pinus Artemisia Herb/Shrub Grows at lower lifts than Pinus Warm conditions, prohibitionist Steppe environment Gramineae Grass Occurs in a broad assortment of environments Chiefly grassland steppe ( above treeline ) Loss on Ignition Organic content of sample Charcoal Record of past fire events Magnetic Susceptibility Geology, dirt procedures, deposit tracts, pollution, biological conditions ( Thomas and Goudie, 2000 ) Erosion rates and beginning of deposits Table 3: Summary of Proxies measured and how they can be used for palaeoenvironmental Reconstruction. 5.2. ) Zone 4: ( 635.75cm-500cm ) 22,500 Cal yr BP-20,000 Cal year BP ( approx ) At the beginning of this period Artemisia concentrations experience a big addition and disconnected lessening which is so followed by a steady overall addition to the terminal of this period. This steady overall addition is besides apparent from the Poaceae concentrations. However, the Pinus concentrations, which continually fluctuate during this period, illustrate an overall lessening. The Quercus concentrations fluctuate but remain at a relatively low degree throughout this period. These pollen concentrations suggest that the treeline was sing a progressive diminution in height during this period, leting an increased growing in highland grasses above the treeline. This causes increased Artemisia and Poaceae concentration which, in bend, would show that the catchment country was sing ice chest temperatures than antecedently. Yu et al. , ( 2003 ) survey utilizing a digest of lake records across China illustrated that cold, wet conditions were experienced in western China, before the LGM, produced by a lessening in vaporization due to a low temperature on land and an addition in precipitation. Towards the terminal of the zone the Pinus concentrations experience a rapid lessening to much lower values than old. The degrees of wood coal besides lessening. At this point the Poaceae and Artimisia concentrations demonstrate a rapid addition. This suggests that the treeline retreated to even lower heights within the catchment country, where it was sing even colder conditions than earlier and increased precipitation. During this clip Yan et al. , ( 2007 ) illustrated glacial-induced downward migrations of alpine species ( Pinus ) in cardinal and west of Yunnan Province. The magnetic susceptibleness signal demonstrates multiple fluctuations throughout this period. However, more specifically, it is apparent that the signal high spots a autumn in the mineral magnetic belongingss of the deposit at the terminal of this period. This lessening in the mineral magnetic signal indicates a alteration in the rates of deposit, perchance due to reduced rates of dirt eroding within the catchment. 5.3. ) Zone 3: ( 500cm-360cm ) 20,000 Cal year BP -18,000 Cal year BP ( approx ) All pollen concentrations fluctuate greatly during this period showing the environmental volatility that was being experienced within the catchment. The Pinus pollen diagram demonstrates that several periods of rapid reduced concentrations take topographic point, in between several periods of rapid increased concentrations. This suggests that during this period of environmental volatility the treeline height was continually fluctuating as a consequence of a series of cold stages within the catchment. These continual fluctuations in treeline height are besides apparent from the Artemisia and Poaceae concentrations. As the Pinus concentrations quickly decrease due to a decrease in treeline height and hence tree screen, the Artemisia and Poaceae concentrations quickly increase, due to an expansion of grassland countries situated above the treeline. Therefore, it is clear that this period represents an unstable clime which was continually switching between cold and warm stages. Throughout this period there is a continued fluctuation in the magnetic susceptibleness signal. However, the fluctuations occur at lower values than antecedently seen in zone 4. It is apparent that at the terminal of this zone there is a sudden important autumn in the magnetic susceptibleness signal. It appears that this lessening may be associated with the Last Glacial Maximum ( LGM ) . The timing of the LGM in China is problematic. However many writers place the LGM at 18,000 BP. Equally good as the autumn in the magnetic susceptibleness signal, it is evident from the pollen diagrams that at this clip there are immediate big lessenings in Artemisia and Poaceae concentrations and, after a lag period, big additions in Pinus and Quercus concentrations. This big addition in tree pollen within the catchment demonstrates that the treeline increased in height as a consequence of clime betterment leting a short lived enlargement of forest countries. Walker ( 1986 ) explains that after the LGM, the flora began to react really shortly after or every bit shortly as deglaciation left surfaces available. 5.4. ) Zone 2: ( 360cm-210 ) 18,000 Cal yr BP-13,700 Cal year BP ( approx ) At the beginning of this period the treeline was at its topmost bound, about 18,000BP. However, after 18,000BP terrible diebacks of treeline occur, this is apparent when the concentrations of Pinus and Quercus all of a sudden experience a important lessening. The Er Yuan lake dataset from Yunnan provides grounds to propose that average one-year temperature, at about 18,000-17,000 BP, may hold been 4'C below current temps ( Walker,1986 ) . The cold conditions experienced at Er Yuan may hold besides been experienced at Wuxu-hai which would explicate the terrible dieback of the treeline. From this point onwards the concentrations of Pinus and Quercus fluctuate until about 11,500 BP. Poacea concentrations remain between 0 and 20 ( grains/gram ) but besides fluctuate until about 11,500. A lake nucleus dataset from Xi Hu, Yunnan, highlighted a period between 15,000-10,500 BP which demonstrated a fluctuating clime with periods of intense seasonality ( Shaomeng et al 1986 ) . The fluctuation s in all pollen concentrations evident in the nucleus may so correlate to this period of intense seasonality experienced at Xi Hu. However, a high declaration spelethem record from two caves in sou'-west Yunnan demonstrate that the Indian Monsoon varied significantly during the period of last deglaciation, resembling other East Asiatic monsoon records, such as those from Hulu and Dongge Caves ( Cai et al. , 2006 ) . Therefore, the fluctuations in all pollen concentrations evident in the nucleus during this period could be related to the fluctuations in Monsoonal strength. Artemisia concentrations experience a important extremum at about 15,600 BP. This extremum may be attributed to the same cold-semi humid conditions which were experienced at Xi Hu between 17,000-15,000 BP ( Shaomeng et al 1986 ) . The Artimisia concentration so diminish where they excessively continue to fluctuate until about 11,500 BP. These fluctuations highlight a period after the LGM but before 11,500 BP during which short lived but complex vegetal alterations were taking topographic point. Walker ( 1986 ) highlights a similar fluctuation period within the Er Yuan lake dataset, between 14,000-10,500 BP, and states that this was the most vegetationally complex period. However, these fluctuations have no antagonistic portion in the Kunming lake dataset exemplifying the complexness of local clime alterations in Yunnan. Directly after the LGM the magnetic susceptibleness signal increases back to similar values that were present during zone 4. A strong extremum in the magnetic susceptibleness signal is apparent within this zone, about 16,700 BP. This may bespeak a alteration in deposit such as an inflow of tephra into the catchment country or Aeolian dust from desert parts in the North. However, this strong extremum in the magnetic susceptibleness signal is matched with reduced degrees of Pinus and Quercus concentrations which may bespeak that the environment within the catchment became unstable, impacting tree growing. 5.5. ) Zone 1: ( 360cm-0cm ) 13,700 Cal yr BP-Present ( approx ) This zone demonstrates a important extremum in wood coal concentrations at a deepness of 144cm, about 11,000BP. This addition is likely to stand for a big fire event within or around the catchment country. At the same clip there is a lessening in Quercus, Artimisia and Poaceae concentrations which imply that these countries within the catchment were affected by the fire. Around this clip Xi Hu experienced multiple vegetal and climatic events which were attributed to the Pleistocene-Holocene passage ( Shaomeng et al 1986 ) . However, this appears to hold no resemblance in Wuxu-hai, perchance due to the effects of the fire event. The Quercus, Artimisia and Poaceae concentrations so continue to worsen until 120cm, about 10,300, when Artimisia and Poaceae concentrations within the catchment addition. The pollen diagrams besides indicate that, at about 9,500 BP, the flora within the catchment begins to make a period of comparative stableness. No more rapid fluctuations in flora screen occ ur. The Xi Hu dataset besides illustrates the fact that after 10,500 there is no grounds of climatic alteration ( Shaomeng et al 1986 ) . Vegetation alteration after this period is largely of the order of accommodations within units. At a deepness of 100cm, about 9600 BP, the pollen diagrams demonstrate a gradual addition in concentrations of all pollen types. Menghai, Er Yuan and Kunming lake datasets attribute this addition, by about 10,000 BP, to the clime nearing modern values ( Walker, 1986 ) . At a deepness of 50cm, about 7,400BP Artemisia and Quercus concentrations demonstrate a steady lessening whereas Pinus and Poaceae concentrations remain stable. These comparatively stable concentrations demonstrate a displacement towards a new balance, closely similar to that of today and highlight the terminal of the environmental volatility which was apparent in the old zones. The Er Yuan and Kunming dataset besides indicate that by 10,500-7500 average one-year temperature and rainfall had reached degrees similar to today ( Walker, 1986 ) . The entire organic C concentration within this period indicates a important addition at a deepness of 50cm, about 7,500 BP, bespeaking a rapid inflow of organic affair into the lake at this clip. 6. ) Decision Having described climatic alterations at Wuxu-hai catchment which history for the proxy accommodations it is apparent that the period between about 22,500 BP – nowadays, is by and large dividable into, a clip before 13,500 BP when the clime form was complex, through a move towards progressively simplicity taking to a new stableness. However, it is indispensable to understand that this is a simplification of the many complex alterations that were taking topographic point throughout this period. Comparisons with other local and regional datasets have highlighted the fact that the paleoenvironmental history at Wuxu-hai has several comparings with the Er Yuan and Xi Hu lake datasets. However, the Kunming dataset comparings are non as clear. As Xiwen and Walker ( 1986 ) explain, there is a great assortment of local climes bring forthing vegetal differences, sometimes even on opposite sides of the same vale.

CEOs Coaching Mentoring Program

CEOs Coaching Mentoring Program Introduction A number of successful organizations have relied on coaches and mentors in order to develop both current and future leaders and facilitate the realization of organizational goals.Advertising We will write a custom coursework sample on CEO’s Coaching Mentoring Program specifically for you for only $16.05 $11/page Learn More Given such importance of coaching and mentoring, professionals in the field have urged CEOs to incorporate coaching and mentoring programs in their leadership styles and develop positive influences within their organizations. This report justifies to the CEO of Skoda Auto why it is necessary to introduce coaching and mentoring programs in the organization. Coaching and mentoring: contents and participants Mentoring relates primarily to the â€Å"identification and nurturing of an individual’s potential through guidance, instruction, encouragement, and correction† (Megginson and Clutterbuck, 2005). The pro cess may involve a long-term relationship, but the mentee controls goals and processes of the mentoring program. A mentor or coach assists the mentee in developing an insight and comprehending the process through natural observation. This process allows mentees to develop awareness of their experiences as responses come from them. On the other hand, coaching refers mainly to â€Å"performance improvement usually on a short-term basis in specific skill areas† (Megginson and Clutterbuck, 2005). It is the responsibility of the coach to set the goals or short-term aims of the program. The coach controls the program, whereas the learner or the protà ©gà © owns the goals. The coach also provides feedback to the learner based on his direct observation.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Contents The course content shall capture fundamental aspects of coaching a nd mentoring with aim of understanding the importance of the program in an organization. Defining key terms of coaching and mentoring, which include mentor, mentoring, protà ©gà ©, and coaching Learners must also understand what coaching and mentoring are not. Coaching cannot succeed unless there are clear goals with measurable terms. Moreover, it needs support from senior managers, and the protà ©gà © and the coach must have full commitment to the program. Mentoring can enhance commitment of the team to Skoda, its strategic objectives, facilitate communication, improve organizational culture and practices, provide opportunities for the team to gain insights on how the firm runs and promote success and networking within the organization. Coaching will enable the team to gain skills, knowledge, and personal growth. It will also provide individual-centered learning, improve attitude, and allow protà ©gà ©s to choose their areas of interests. The content shall also cover the rat ionale for coaching and mentoring employees of Skoda, benefits of the program and identification of employees who can participate in the program The program will also evaluate qualities of a good coach and mentor by identifying eligibility, qualifications, characteristics and matching employees with the program Coaching and mentoring will establish a productive relationship with the aim of developing elements for starting and sustaining the program at Skoda Auto. Therefore, it will focus on the role of Skoda administrators, how to establish successful program, assess the needs of employees, ethical guidelines and confidentiality in the relationship of the coach and protà ©gà ©. The program shall explore pertinent areas that employees need to know in order to understand culture, practices, and norms of Skoda Auto, evaluate core knowledge required for a successful program, organize the team professional and personal lives, develop, and sustain organizational relationship in the indu stry. The content shall also explore methods of coaching and mentoring with aim of strengthening relationships. The CEO must support employees through sharing of experiences, facilitating and developing communication skills, encouraging shared decision-making, record keeping, reflective practices, and reducing risks in coaching and mentoring. Improve coaching and mentoring practices by highlighting differences between observation and evaluation, collect data for constructive feedback, encourage role modeling and continuous need assessment of the team. The program shall provide problem-solving strategies to allow the protà ©gà © to identify and resolve problems within the company. It will also highlight how to work with reluctant experts, provide real life examples, bring the program to successful end, and engage in continuous support after the end of the program. Finally, it covers mentoring and coaching scheme completion in which the CEO evaluates the success of coaching and ment oring scheme. The review involves lesson learned, integration approaches, and program evaluation and sustainability strategies The CEO must recognize that skills required in coaching and mentoring may overlap and at times the same. Therefore, he may use different methods to coach and mentor employees at Skoda Auto. The CEO as a coach may rely on direct feedback, whereas he may use observations and questions as a mentor. During coaching, the CEO must work with employees on specific areas such as marketing, sales, leadership, and management. These areas require specific objectives and approaches during coaching. The CEO must note that coaching and mentoring are â€Å"open processes, which many occur without the involvement of line managers and other departments† (Thomas and Saslow, 2007). In this regard, the coach mentor assists the protà ©gà © to achieve the best skills and knowledge for the organization by bringing new skills to specific areas of focus. The protà ©gà © c ontrols the learning process. Instead, the coach develops the protà ©gà ©Ã¢â‚¬â„¢s skills and knowledge by asking the right questions to enhance decision-making and self-awareness. The goal of the program changes as the protà ©gà © acquires new skills and knowledge. The program must meet all its set targets. Participants for mentoring and coaching Top executives who did not achieve much from normal training Executives who need to acquire new skills in various areas like leadership styles, knowledge management, and other related areas Workers who wish to develop their careers Top executives who have noticed poor records of achievements New recruits in the firm Workers who wish to transfer to other divisions Workers who have been away from work for a long period Decision-making managers in critical success areas Workers who need new abilities and insights The firm’s coaches and mentors Potential costs and benefits to the organization Coaching and mentoring shall offer man y advantages to Skoda Auto. Coaches and mentors who provide their services in efficient and productive ways offer opportunities for employees to acquire and grow new skills for the company and personal development.Advertising We will write a custom coursework sample on CEO’s Coaching Mentoring Program specifically for you for only $16.05 $11/page Learn More Retention Skoda Auto can win employees’ loyalty through coaching and mentoring. When the CEO molds his juniors, they may develop a strong sense of connection and commitment to the company. Coaching also encourages open communication between management teams and their juniors. Therefore, Skoda shall save costs on continuous recruitment of new employees. Personal Development Employees with minimal experiences can learn from their most experienced counterparts. This facilitates employees’ abilities to grow professionally. Therefore, Skoda can improve efficiency among its employees. Sti ll, coaching and mentoring enhance career growth of individuals. For instance, coaching provides employees with opportunities of solving their own issues. Such skills are useful in decision-making processes for the individual, as well as for the organization. Team Efficiency Coaching and mentoring have abilities to improve teamwork in Skoda because they provide opportunities for managers to identify strengths and weaknesses within the organization and among employees. As a result, the organization can assign duties to employees based on their abilities to collaborate effectively. Motivation Coaching and mentoring also increase employees’ morale, career progression, and job satisfaction. Consequently, Skoda can derive benefits, which come from motivated employees such as increased outputs and high rates of retention. Performance Coaching and mentoring aim at improving performance within the organization. Employees can use their new skills to improve achievement of targets, pro ductivity, and reduces cases of dissatisfaction.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Policy implementation Such programs account for talent management, diversity within the organization, and retention. Therefore, they can provide opportunities for the human resource department to arrange succession plans, employees’ placement, and policy implementation. Knowledge and skills benefit Coaching and mentoring widen skills, knowledge, and experiences of employees. In addition, they provide opportunities for employees to â€Å"acquire new skills and knowledge and support innovation† (ACCA, 2008). Managing change Coaching and mentoring program shall aid the company to support a culture of openness and information sharing. They can also improve reorganization, support new roles, and develop favorable attitude towards change. Succession planning Coaching and mentoring help in identification of employees with leadership abilities. Therefore, Skoda can develop its success plan and manage any change process, which can disrupt the company. Costs of coaching and ment oring Skoda can incur substantial costs because a well implemented coaching and mentoring program requires many resources. Some of the costs may involve the following: Fees for external mentors and coaches Training costs for organizational mentors and coaches Lost valuable or chargeable time during coaching and mentoring programs Coaching and mentoring consume considerable amount of time Costs of training the trainer for the organization Skoda can measure benefits of coaching and mentoring by analyzing their effects among employees. It should start by observing individual’s performance after coaching and mentoring programs. Alternatively, it may focus on a single department and note changes in areas of interests. The organization can define success as â€Å"a return on their expectations, which would be to achieve their coaching objectives† (ACCA, 2008). Skoda can evaluate the effectiveness of the program by using the following procedures. The company must set goals , a timescale, and create tools of measurements. This requires inputs of managers and protà ©gà ©. The learner must provide a reflection of lessons he or she has learned from the program through formal feedback. This should identify changes in management skills, behaviors, and performance. The mentor and coach can provide feedback in the learners based on pretest and posttest results. Observations from colleagues, team members, and line managers are also useful for evaluation purposes. The organization can measure key performance indicators (KPIs) of the learner after coaching and mentoring programs. At the same time, they can also observe rates of employee retention, growths in profits, and effects on customers. According to past studies, many organizations have applied the above steps to evaluate effects of coaching and mentoring on employees. They recorded improved results among employees (Thomas and Saslow, 2007). For instance, they noted improvements in staff relationships, management of change processes, employees’ problems, and strategic approaches to business. However, the major challenge is in measuring individuals’ performance based on their KPIs. Both external and internal factors can affect coaching and mentoring. Therefore, it is difficult to account for positive effects of coaching and mentoring programs based on KPIs of individuals. In 2006, Chartered Institute of Personnel Development conducted a study (Does coaching really work?) and noted the following: 96% of respondents thought internal and external coaching were highly effective Only 32% suggested that this conclusion could be based on KPI improvements, whereas the remaining respondents agreed their conclusions were subjective (Chartered Institute of Personnel Development, 2006). On the other hand, some institutions have found out systematic methods of measuring benefits from coaching programs. For instance, in 2001, Manchester Consulting Inc. conducted a study among For tune 1000 firms based on the return on investment (RIO) and noted that ROI was about 600 percent. It compared â€Å"the benefits as measured by increased revenue, cost savings, and estimated financial gains from better relationships and improved KPIs† (Manchester Inc., 2003). The study also established the following: Table 1: Benefits to companies that offered executive coaching Percentages in improvements Productivity 53% Quality 48% Organizational strength 48% Customer service 39% Reducing customer complains 34% Retaining executives who received executive coaching 32% Cost reductions 23% Bottom-lie profitability 22% Source: Manchester Inc., 2003 Table 2: Improved benefits to executives who received coaching Working relationships with direct reports 77% Working relationships with immediate supervisors 71% Teamwork 67% Working relationships with peers 63% Job satisfaction 61% Conflict reduction 52% Organizational commitment 44% Working relationships with clients 37% Source: Manchester Inc., 2003 Such figures provide precise ROI because of coaching. However, the Association of Chartered Certified Accountants (ACCA) noted that some organizations believe that the benefits of coaching are â€Å"not capable of such precise measure† (ACCA, 2008). Potential changes on organizational culture and knowledge management because of adopting mentoring and coaching program Organizations derive their cultures from â€Å"beliefs, practices, and behaviors that form a part of their identity† (Peel, 2006). In any organization, the CEO and managers take responsibilities of managing employees. As a result, they shape cultures of their organizations as they work towards organizational objectives. Therefore, the CEO of Skoda is in the best position of influencing organizational culture. However, transforming cultures in organizations require a team effort because a single individual cannot do it. Changing a culture of an organization can occur by winning the trust of employees. In this regard, coaching and mentoring can help the CEO to achieve cultural transformation in the organization. Skoda has developed its culture from attitudes, beliefs, and assumptions. Organizational culture can define the success or failure of a firm. In some cases, cultures may be obvious or hidden. Moreover, a large firm like Skoda may have a complex culture that consists of a number of sub-cultures in different divisions. However, it is difficult to identify how an individual’s behavior may affect the culture of an organization. Coaching and mentoring normally involve assessing, understanding, and changing the existing culture if there is a need. However, it is necessary to transform organizational culture over time so that the firm can realize its strategic business objectives. The mentor or coach should design a plan for guiding a culture change in an organization. This plan should also contain the desired chan ges as it addresses possible barriers to culture change. Managers who take part in coaching and mentoring programs can also facilitate culture change within the organization. This method is suitable for large firms. It is fundamental for the mentor or coach to a plan culture change for the CEO and senior managers so that employees can follow their examples. At the same time, coaching and mentoring programs should link organizational culture with the strategy. This suggests that organizational culture affects strategic objectives of the firm, and it is important for the program to account for business objectives. Denison observed that some elements of organizational culture like mission, involvement, consistency, and adaptability affect a firm’s â€Å"return on investments, return on assets, sales growth, customer satisfaction, and other outcomes† (Denison, 1990). A study by Barham and Conway shows that issues, which coaching and mentoring should focus on originate from a culture of a company (Barham and Conway, 1998). In addition, Hay notes that the way in which an organization treats its people and its strategies and structures are all a part of organizational culture (Hay, 1999). Therefore, Caplan pointed out that coaching and mentoring programs can only succeed if they align with the current organizational culture (Caplan, 2003). An organization can achieve a culture change through coaching and monitoring by focusing on the following: Promoting employees’ commitment and involvement Helping the CEO to set strategic vision for the company Focus on profitability, teamwork, and operation efficiency Executive coaching has a crucial role in transforming organizational culture. Therefore, mentors and coaches must ensure that programs address organizational culture adequately for effective development of group dynamic, leadership and management styles. Organizations have noted that creating, sharing, and retaining knowledge can create competi tive advantage. In this regard, managing knowledge has become a way of employee development due to sharing of proficiency and ideas, involving best practices, and developing mutual relationships. Best work practices usually engage and inspire employees, especially when they come from experienced managers and CEOs. Coaching and mentoring gained recognition across many firms as effective methods of transferring knowledge from experienced employees to others who need such knowledge. Through matching new or inexperienced employees with the â€Å"most experienced senior executives, an organization can effectively pass the intangible and tacit knowledge among its employees† (Denison, 1990). Knowledge management during coaching and mentoring processes allow employees to acquire new knowledge through formal processes. In addition, the protà ©gà © can create a bond with his or her coach or mentor. Knowledge management can be effective for firms, which have high rates of staff turnov er, high numbers of employees who are approaching retirement age, or where an organization has a poor training and learning habits. Through managing knowledge, CEOs and senior managers who have experiences can share their knowledge with the rest of the team. At the same time, interactions between coaches and mentors with the protà ©gà ©s increase socialization within the group. Junior employees shall understand the importance of corporate vision, values, beliefs, and improve their chances of networking both within and outside the organization. This suggests that Skoda should consider investing in the CEO’s coaching and mentoring as a valuable investment for the company. Knowledge management also facilitates open communication within the firm i.e., employees freely share their knowledge and skills with others, including employees from other departments. Coaching and mentoring must address issues of competition among employees by encouraging a culture of creating, sharing, an d retaining knowledge within the organization. Coaching and mentoring have abilities to facilitate such seismic changes. Therefore, if the CEO is also a mentor and coach, then he or she has favorable opportunities of transferring knowledge to other employees. Coaching and mentoring are ways of advancing skills and knowledge to people who need them. Moreover, the CEO also creates an opportunity of grooming potential replacements and successors for the organization. The CEO, as a coach and mentors, has opportunities of expanding the skill pool for the organization. In addition, he or she must also endeavor to have many talented individuals for the company. In short, the CEO has the responsibility of ensuring that an organization has the right people for its future growth. Benchmarks to judge the success of a coaching and mentoring scheme Once Skoda Auto has decided to introduce coaching and mentoring scheme, the mentor or coach and the learner must set certain goals. Identify specifi c areas for mentoring and coaching Define overall goals and objectives of the scheme Create achievable and realistic outcomes Create a plan for getting the preferred results Develop a suitable coaching or mentoring scheme for the program Create a favorable timetable Devise a method of evaluation and assessment of the progress Develop a feedback mechanism The coach or mentor and the protà ©gà © must agree on a feedback mechanism before the beginning of coaching or mentoring process. A feedback system provides opportunities for the coach or mentor to provide a true account of the success or failure of the program. It is necessary for the mentor or coach to seek for feedback as scheduled so that they can address any emerging issues before such issues derail the program. It is also necessary for the mentor and protà ©gà © to â€Å"agree on evaluation processes and standards for the program† (Thomas and Saslow, 2007). This implies that the program must have â€Å"clear objec tives, standard, assessment, and evaluation systems to allow for effective review of the protà ©gà ©Ã¢â‚¬â„¢s progress† (Thomas and Saslow, 2007). Table 3: Coaching program with targets and assessment Jones Willis Coaching program Objective To promote teamwork Standard targets Facilitate communication among team members Propose new ideas Share the workload Provide assistance to colleagues without requests from the team members Assessment Informal review after every month for the next four months Evaluation Within four months The mentor or coach shall collect feedback data by informal interactions with the protà ©gà ©. The mentor or coach records the outcomes in a report together with recommendations for the next course of action. Before or after the end of mentoring or coaching program, the protà ©gà © and mentor or coach should â€Å"check the progress against the set objectives and criteria† (Megginson and Clutterbuck, 2005). The process involv es making of a short report. The protà ©gà © and the coach or mentor must review their achievements against the objectives, provide overall account of the program, and provide recommendations for further action if required. Table 4: Coaching program evaluation outcomes Jones Willis Coaching program Objective To promote teamwork Standard targets Facilitate communication among team members Propose new ideas Share the workload Provide assistance to colleagues without requests from the team members Evaluation The protà ©gà © has met 80 percent of the program target Good performance on communication and proposing of new ideas Requires to assist the team and increase the level of teamwork Further recommendation Must be in a charge of proposing new marketing campaign ideas and leading the team and project for effective evaluation of the progress Both the mentor or coach and the protà ©gà © must be aware of possible barriers to effective coaching and mentoring. So me of the barriers include the following: Challenges from organizational culture whereby the culture of the organization does not support coaching and mentoring program Inappropriate matching of the mentor or coach with the employee Failure of the CEO and line managers to support the initiatives Lack of collaboration and support from colleagues who have missed an opportunity to take part in the mentoring and coaching program Lack of clear objectives Unrealistic expectations about the possible outcomes from the program Conflicts between the line manager or other departments and the mentor or coach e.g., failure to involve the HR department in the process of selection Conclusion Studies have shown that both coaching and mentoring programs could provide significant benefits to an organization. As a result, the role of ‘the CEO as a coach and mentor’ as gained popularity in many organizations. This provides adequate grounds for a subsequent adoption of the program by the CEO of Skoda Auto because it is necessary for managers to possess various skills and knowledge and transfer them to other employees. The approach to coaching and mentoring can be either short-term or long-term program based on the availability of time. However, it is necessary to monitor the effectiveness of coaching and mentoring program, but there is a need to understand the relationship among the learner, managers, HR, and the coach or mentor. For instance, employees may select their own coaches and mentors without consulting with the HR or other departments. This has led to conflicts in the program. Effective mentoring and coaching must have clear objectives, goals, milestones, outcomes, evaluation, and feedback procedures. Every detail must be clear before the start of the program. The aim of the program is to improve employees’ performance. Therefore, it is simple to measure ROI if there are clear guidelines. Skoda Auto must implement practical steps in order to improve coaching and mentoring programs. Besides, past studies have indicated that coaching programs have the potential to increase RIO of an organization. However, some firms believe that it is difficult to provide precise measure for such benefits. The company must understand the ultimate role of mentoring and coaching as methods of improving performance rather than as substitutes for conventional studies. The roles of the CEO and other senior managers are critical for the success of the program because of their influences on organizational culture and knowledge transfer. Such involvement and support show other employees that senior executives also believe in the culture of mentoring and coaching as strategy with benefits to the firm. However, the firm must anticipate any barriers to effective implementation of the program. Reference List ACCA, 2008 The coaching and mentoring revolution – is it working? ACCA, London. Barham, K, and Conway, C 1998, Developing Business and People In ternationally: A Mentoring Approach, Ashridge Research, Berkhampstead. Caplan, J 2003, Coaching for the Future, Chartered Institute of Personnel and Development, London. Chartered Institute of Personnel Development. (2006). Does Coaching Really Work? CIPD, London. Denison, R 1990, Corporate culture and organizational effectiveness, John Wiley, New York. Hay, J 1999, Transformational Mentoring: Creating Developmental Alliances for Changing Organizational Cultures, Sherwood Publishing, Watford. Manchester Inc. 2003, Executives Coaching Yields Return on Investment of Almost Six times Its Cost, Says Study. Web. Megginson, D and Clutterbuck, D 2005, Techniques for coaching and mentoring, Elsevier Butterworth Heinemann, London. Peel, D 2006, ‘An Analysis of the Impact of SME Organisational Culture,’ International Journal of Evidence Based Coaching and Mentoring, vol. 4, no. 1, pp. 9-20. Thomas, N and Saslow, S 2007, ‘Improving productivity through coaching and mentoring ’, Chief Learning Officer, vol. 6, no. 5, pp. 22-26.

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The setting of the piece was set either for the era that had ballroom dances (l could just picture people in formal wear, dressing fancy, h Loading hands and circling around a ballroom while the song is playing. ) At the very beginning of the piece, the song starts with the main chorus, in polyphony, with three distinct melodies t hat are combined with multiple instruments:the string, horns, and flute. In most classical pieces like this one, the tiring usually lead in the piece, with accompaniment of strings in minor, and pipe instruments as bass chord and second harmony. Throughout the piece, and especially in t he main chorus, there are many variations, such as how some parts fades in and out, soft and loud, from little to many instruments added to the melody. The purpose of changing the volume and timbre of the melody, is for the composer to emphasize some parts of the piece, as it show s unpredictability and uniqueness of the piece. Usually, the pattern of classical music is a Ternary y form, but with his piece and many others including Beethoven and Mozart, it is in a Rondo f Oromo, to keep the element of surprise and unpredictability of the piece. The Radio station that I listened to was CDC. During commercial breaks (there only enjoy commercials within two hours), the commercials playing were about getting tickets for concerts at the SF Symphony. It is Obvious that the commercials in that radio station target the CDC radio listeners who live in San Francisco, because the genre of the radio is lackadaisical. The commercials will engage their target audience with classical background music, while a soft / ice sounding announcer excitingly talk about the upcoming events at the SF Symphony. The estimated age range for those listeners would be in their mid jus 50 + yr 01 d, because people who appreciate classical music are more conservative in music, and grew up with this kind of music, compared to the mainstream modern music that started around thee asss. In one hour, I took a listen to one of my favorite radio stations, STAR 101. 3. T he Genres usually played are: Pop, Country, Soft rock, and Alternative. The commercials being played in that radio are shopping store sales, car insurance, movie trailers from Disney, Cams weather channel, body wash, and buffalo wild wings. The commercial target towards a wider adult audience than CDC radio. Most of these commercials are targeted all gender ± , general adult audience. For shopping, Disney movie trailers, car insurance, and weather chaw kneel, those are mainly targeting women and familys adults for both genders. There is a Buffalo wild wings commercial that would target adult men, who like watching sports and eke to eat while watching their games. Its also playing because it promotes their food while w etching the FIFE world cup (which is starting right now). It makes sense that these commercial! Play in this radio, because this radio is basically for the general adult audience, ranging between n mid asss offs +, with so many genres ranging all the way back from 20 years ago, and the maim mainstream modern music. I notice how ALL pop songs must have electronic beats, and sometimes, even alternative and country music too, to make the song more danceable and fun to hear. M odder music usually includes a singer with instruments and/ or electronic beats playing. Unlike Classical music, the song is concentrated on the lyrics of the song, and secondary for the instrument natal. There are less musical instruments used in Modern Music, compared to Classical, to make pi aces more simple, and easier to listen to the main melody. Therefore, they are in the texture 01 homophony. Because Im focused mainly on the lyrics, sometimes its hard notice many ins treatment changes. Modern music usually has a Ternary form (ABA), with repeating chord us (B) and verses (A), so people could get familiar with the song more quickly. Sometimes, to BRB edge between a verse and chorus, there is often a short instrumental and/ or vocal solo (C). For Modern music hat have lyrics, the singer uses emotion and vocal technique to portray the lay RISC, and telling the storyline of the song. Unlike classical, where the composer only depends on t he instrumental to express and give picture of the storyline. Perhaps the reason behind using less s instruments in Modern Music, especially in lyrical songs, is to give more focus onto the singe and the lyrics. Most modern lyrical music have relatable storyline to love, happiness, sadness as, and encouraging the partying scene. (Such as breaking up, being in love, loneliness, having fun at parties, dancing, etc. The form of modern lyrical music is often melodramatic, saying MO re than one word in one beat.

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