Effects of Media on Fear of Crime, Perception and Reality Essay

Effects of Media on Fear of Crime, Perception and Reality - Essay Example The main part of fear of crime is the scope of emotions that is roused in people by the chance of oppression. While usual measures of concern about crime repeatedly prove between 35 percent and 55 percent of the residents of England show some type of apprehension about becoming a victim, surveys tell that a considerable number of individuals in fact worry for their personal wellbeing on a daily basis. Contrary to usual perception, this level of fear has reduced since 1990s according to British Crime Surveys from 40% to 27% in 2003 in the United Kingdom. As a result, one can differentiate between fear and broader apprehension. Nonetheless, it should come under notice that a number of individuals might be keener to disclose their uncertainties and vulnerabilities as compared to others. Hearing about happenings; identifying others who have been persecuted - these are thought to increase insights of the risk of oppression. This has been explained as a ‘crime multiplier’, or procedures functioning within the inhabited atmosphere that would reach the impacts of illegal happenings. â€Å"Such proof exists that hearing of friends’ or neighbours’ victimisation increases anxiety that indirect experiences of crime may play a stronger role in anxieties about victimisation than direct experience†. Nonetheless, there is an advisory note: several inhabitants of a locality merely know of offence indirectly by means of channels that may ‘inflate’, ‘deflate’, or distort the actual picture.... Nonetheless, it should come under notice that a number of individuals might be keener to disclose their uncertainties and vulnerabilities as compared to others. Hearing about happenings; identifying others who have been persecuted - these are thought to increase insights of the risk of oppression (Flatley et al, pp. 1-220, 2010). This has been explained as a ‘crime multiplier’, or procedures functioning within the inhabited atmosphere that would reach the impacts of illegal happenings. â€Å"Such proof exists that hearing of friends’ or neighbours’ victimisation increases anxiety that indirect experiences of crime may play a stronger role in anxieties about victimisation than direct experience† (McCluskey & Hooper, p. 173, 2001). Nonetheless, there is an advisory note: several inhabitants of a locality merely know of offence indirectly by means of channels that may ‘inflate’, ‘deflate’, or distort the actual picture.’ Public views of the threat of crime are as well shaped strongly by mass media reporting. People pick up from media as well as interpersonal contact spreading representations of the criminal happening - the perpetrators, injured parties, cause, and signs of significant, irrepressible, and sensational crimes. The concept of stimulus likeness may be significant: if the reader of a newspaper categorizes with the portrayed victim, or feels that their personal neighbourhood has similarity to the one explained, then the image of threat may be taken up, individualised and interpreted into personal security concerns. In addition, reports have indicated differences in perceptions of fear based on the type of newspapers read by locals in the United Kingdom (Simmons & Dodd, pp. 1-189, 2003). In a recent study, â€Å"subjects

Laura Ashley Holdings Plc Essay Example for Free

Laura Ashley Holdings Plc Essay 1) How have changes relating to management and organisational structural affected a global organisation of your choice, over the last 75 years. Relate your findings to growth, distribution, and various external influences and strategies. 2) Undertake a SWOT analysis and explain its relevance in relation to your company and/or its sector Word Count 1250. Harvard Style Referencing. Bibliography Required. Global organisation Laura Ashley Holdings Plc has suffered differing fortunes since Bernard and Laura Ashley founded it in the 1950s. It has been involved in the designing, manufacturing, distribution and selling of garments, accessories, perfume, gift items, fabric, wall coverings, bedding, lighting, and furniture. Famed for its floral prints, the chain was highly successful during the early and mid 1980s but things changed in the early 1990s when various management and structural problems as well as those relating to growth, distribution, and various external influences such as global recession surfaced Laura Ashley herself died in 1985. There is a notable difference in the organisation up to and after this year. Up to 1985, it was a simply structured, steadily expanding organisation operating in a non-complex environment (complexity arises when there are numerous complicated environmental influences [Johnson and Scholes, 1989]). In the months and years after, many changes took place. Laura Ashley went public in flotation, acquired other companies involved in areas such as knitwear and perfume, made heavier investments in manufacturing and information technology (IT), moved towards segmentation with Mother and Child shops, exclusively home furnishing shops and unit shops (franchise operations). The organisation moved gradually away from vertical integration (it had always manufactured and delivered all goods itself) The Guardian reported that Laura Ashley was withdrawing from manufacturing by the end of the year in 1998. In order to facilitate growth, there was a shift from the simple functional organisational structure to a more complex divisional structure (which was  re-organised with every change of leadership). The most notable chief executives of Laura Ashley who were in place whilst and after problems developed were Jim Maxmin (1991-1994) and Ann Iverson (1995-1997). Each of these people were responsible for major overhauls within the organisation. Vora (1998) states, Laura Ashley has undergone various restructuring strategies and umpteen management upheavals, all to no avail, and all of which have decimated shareholder value and abused the brand name. As highlighted above, the major problems of Laura Ashley began to manifest in the late 1980s and early 1990s. The first fall of profits were reported in the year to January 1989. It is important, then, to look at its success before this from its beginnings in the 1950s to 1985. One area to naturally consider is the key success factors of the organisation for this period i.e. what specifically can its success is attributed to. Key success factors are what an organisation must do well in order to be successful, be an effective competitor and satisfy stakeholder requirements (Thompson, 1997). Bearing this in mind, the key success factors of Laura Ashley up to 1985 are identified as high quality production, innovative designs, good brand management (the Laura Ashley name was and is strong), well placing of stores, creation of good atmospheres in stores, general design and creative competencies, staff training, creation of a vertically integrated structure and operation within a simplist ic organisational structure in general. Also, the Groups IT capabilities factored into the success as it was a source of competitive advantage e.g. they were an early adopter of electronic point of sale (Heath, 1996 as cited by Johnson and Scholes, 1999). These factors may also be interpreted as strategic excellence positions (SEPs), which can be described as the capabilities, which allow an organisation to produce better than average results in comparison with competitors (PUmpin, 1987). Thompson (1997) presents a particularly useful model that can be helpful in explaining the success of Laura Ashley up to 1985. The EVR congruence model, by Thompson, considers if an organisation is being managed effectively with regards to strategy. It represents the matching of an organisations resources (for Laura Ashley these would include plants, vehicles, IT systems  and locations) to the key success factors dictated by the environment (external factors such as opportunities and threats, stakeholders, competition etc). A determinant in matching these is the values of the organisation (again, in the case of Laura Ashley, these would include the lifestyle they promote/project, shop designs and atmospheres, product designs, the brand, staff training policy and the family culture). If the congruence (fit) between these three areas is great, then this indicates effective management of resources (Hamel and Prahalad [1993] comment that it is important for organisations to manage reso urces well in order to achieve objectives), strategy formulation and all-round success. It can be argued that the success of Laura Ashley up to 1985 can be attributed to greater EVR congruence. That is such things as the number of shops and plants, distribution systems, stakeholders, threats (including competition), products, level of vertical integration and so on fit together well in relation to the size, structure, culture and speed of growth of the organisation then. The key success factors are also indicative of this congruence. So that they can be developed to help ensure both present and future success, it is important key success factors are recognised and understood. One particular way Laura Ashley could do this is through a SWOT analysis. This reviews an organisations internal strengths and weaknesses and opportunities and threats in the external environment (Cole, 1996). This may be done for a particular moment in time or as an overview encompassing the past and present. As made clear, Laura Ashley has faced much change during its existence. Opportunities and threats come about as a result of constant change and the SWOT analysis can help to identify these and internal strengths and weaknesses relevant when dealing with change (Johnson and Scholes, 1989). This SWOT analysis can be used in relation to analysing the problems faced by Laura Ashley in the late 1980s and throughout the 1990s. They can be greatly attributed to the weaknesses and threats identified. For example, fluctuations in the economy had a knock-on effect on the sale of property and hence on the sale of household furnishings. Also, high borrowing, wastage and forced discounting meant that, despite sales increases, shops were making a loss. The reorganisations in 1988, 1991 and twice in 1995 had their effect too they were costly and highlighted inefficiency. Chandler (1977) states that structures are not adapted until pressure of inefficiency forces the change and that this change process is usually a painful one often carried out by a different chief executive each time. Upon and after his appointment in 1991, Jim Maxmin found that the organisation lacked a core identity, clear strategies, empowered staff, thorough market research, efficient logistics, and many probl ems in the US such as limited growth, poor management and delivery problems. He responded with his Simplify, Focus and Act programme. This included reorganisation, institution of a Global Operations Executive (GOE) and Global Collection Development (GCD) which aided globalisation and marketing, encouragement to empower staff, an alliance with Federal Express Business Logistics to improve delivery and distribution systems, sourcing half of the organisations manufacturing to  the Far East (rather than in-house in Britain) and management replacement in the US. Before leaving Laura Ashley in 1994, Jim Maxmin commented that throughout the entire organisation, people has embraced the principles of the Simplify, Focus and Act programme and set about sorting out the operational problems which have plagued Laura Ashley (Maxmin, 1993 as cited by Warnaby, 1994). Ann Iverson was appointed chief executive of Laura Ashley in 1995. She was to spearhead the rush into the US and revamp the product range (Teather, 1999). Her observations found various problems all of which can again be attributed to identified weaknesses. It was found that the product range was too broad, there was no unified look to match globalisation, the supply chain was inefficient and problems continued in the US. Ann Iversons response included strengthening the alliance with Federal Express Business Logistics, opening larger stores in the US and reviewing marketing and sales. These changes were considered to be good as Laura Ashley restored dividend payments in 1996 for the first time since 1989. Ann Iverson was dismissed in 1997, however, mainly due to continuing problems in the US and the organisations image (Keynotes, 1997). Each of the changes mentioned came about from the organisations particular strengths (as identified) at the time. For example, whilst such things as restructuring and shop closures were happening, the strong name of Laura Ashley and strong customer loyalty were greatly relied upon. Bowman and Asch (1987) comment that the strengths of an organisation are a if not the determinant in how it handles weaknesses, opportunities and threats. Opportunities open to the organisation in dealing with its various problems can be identified as the opportunities in the SWOT analysis. Opportunities change and differ over time. For example, the alliance with Federal Express Business Logistics resulted from available opportunities at the time. A possible opportunity in the early 1990s would have been a speedier move away from vertical integration for example. Laura Ashley became totally vertically integrated in the 1970s and continued  to be so though gradually moved away from this in the 1990s completely in 1998. Vertical integration can be backwards e.g. manufacturer purchasing/owning supplier and forwards e.g. manufacturer purchasing/owning retailer Laura Ashley was both backwardly and forwardly vertically integrated everything from the supplying of materials and manufacturing to distribution and retail. The main benefits of this throughout the organisations development included greater control, greater ability to differentiate, the opportunity to achieve economies of scale (higher margins), assurance of supply and greater synergy. Despite this, there were numerous disadvantages particularly that it was costly and greatly increased operational leverage as well as the need to keep up with technological change. This tied up capital having long-term affects. It meant that there was not full concentration of key strengths (design and retail) on which key success factors are dependent (Thompson, 1997). Furthermore, vertical integration was inflexible (cheaper manufacturers could not be sourced) and sensitivity to decreases in sales increased. It was the cost aspect that had the greatest impact particularly in the face of costly expansion (especially in the US). Warnaby (1994) comments that vertical integration was responsible for financial problems in the early 1990s. The costs of vertical integration had an impact on the organisations ability to successfully expand internationally. Perhaps with the exception of a distinctive product look and the adoption of a divisional structure, Laura Ashley did not expand internationally applying Treadgolds keys/strategies each was applied/introduced incrementally as problems arose to highlight the need e.g. it was not until 1995 when Ann Iverson felt the need for a unified product look. This is indicative that the organisation was not particularly capable of embarking on such ambitious international expansion as it did. This is highlighted by the numerous problems faced by the organisation e.g. poor marketing/marketing strategy, inefficient logistics and lack of direction and clear strategy. Additionally, the paternalistic management style was not suited to rapid expansion and this coupled with high finance demands from vertical integration, reorganisation and early acquisitions further indicate poor planning in terms of development Laura Ashley has faced so many problems throughout its existence. Problems owing to management, organisational structure, logistics and rapid international expansion continuously came and went. In 1998 bankruptcy looked imminent but an injection of ?44 million in equity capital by Malaysian businessman Dr Kay Peng Khoo (giving his MUI property company 47.5% share ownership whilst the Ashley family retained just 9% [Gibbs, 1999]). He installed Ng Kwan Cheong as chief executive who made changes including the disposal of the problematic North American franchise (retail operations were sold to a management buyout team for $1 at the end of July, 1999 [Gibbs, 1999]), targeting of younger markets and investment in e-commerce (Abdullah, 2000). However, all of these changes looked to have no major impact in the Groups success with sales steadily decreasing from 1998. Whether or not Laura Ashley manages to achieve the sort of success it enjoyed in the early 1980s under its new management remains to be seen as does its survival. Chief Executive Ng Kwan Cheong refrained from placing false hopes, commenting in March of 2000 We have a lot of things to do. All I can say is we are moving in the right direction and things are changing (Cheong, 2000 as cited by Abdullah, 2000). REFERENCES Texts  · Bowman, C. and Asch, C. (1987). Strategic Management. Macmillan Education.  · Chandler, A.D. (1997). The Visible Hand: The Managerial Revolution in American Business. Harvard University Press.  · Cole, G.A. (1996). Management Theory and Practice (5th Edition). Letts Educational.  · Johnson, G. and Scholes, K. (1989). Exploring Corporate Strategy: Text and Cases. Prentice Hall.  · Johnson, G. and Scholes, K. (1999). Exploring Corporate Strategy: Text and Cases (5th Edition). Prentice Hall.  · PUmpin, C. (1987). The Essence of Corporate Strategy. Gower.  · Thompson, J.L. (1997). Strategic Management: Awareness and Change. International Thomson Business Press. Journals and Publications  · Hamel, G. and Prahalad, C.K. (1993). Strategy as stretch and leverage. Harvard Business Review, 71, March-April, pp75-84.  · Keynotes (1997), Keynote Market Report Clothing Retailing, 1997 Reports, p23.  · Treadgold, A. (1991) Dixons and Laura Ashley: Different Routes to International Growth. International Journal of Retail and Distribution Management. Vol. 19(4), pp13-19.  · Warnaby, G. (1994). Laura Ashley An International Retail Brand. Management Decision, Volume 32 (3). Other  · Abdullah, S.A. Turning around Laura Ashley. http://adtimes.nstp.com.my/archive/mar3.htm (09 December 2000).  · Gibbs, G. (1999) Laura Ashley bids farewell The Guardian Unlimited Archive. http://www.guardianunlimited.co.uk/Archive/Article/0,4273,3904775,00.html (18 December 2000).  · Teather, D. (1999) Banks push Laura Ashley to quit US The Guardian Unlimited Archive. http://www.guardianunlimited.co.uk/Archive/Article/0,4273,3855892,00.html (18 December 2000).  · Vora, K. (1998) Lessons from Laura Ashley. The Motley Fool: The Daily Fool, Evening Fool Tuesday, 03 March 1998, (online) (cited 04 January 2001). http://www.fool.co.uk/DailyFool/1998/DailyFool980303.htm . BIBLIOGRAPHY Texts  · Cole, G.A. (1997). Strategic Management (2nd Edition). Continuum.  · De Wit, B. and Meyer, R. (1994) Strategy Process, Content, Context: An International Perspective. West Publishing.  · Hatch, M.J. (1997). Organization Theory. Oxford.  · Palmer, A. and Hartley, B. (1996). The Business and Marketing Environment (2nd Edition). McGraw-Hill.  · Palmer, A. (2000). Principles of Marketing. Oxford.  · Porter, M.E. (1980) Competitive Strategy Techniques for Analysing Industries and Competition. The Free Press.  · Porter, M.E. (1985) Competitive Advantage Creating and Sustaining Superior Performance. The Free Press.  · Wild, R. (1994) How to Manage (2nd Edition). BCA. Other  · Framed-Art Wholesale. Laura Ashley The History http://www.framedartwholesale.com/aboutLA.htm (20 December 2000).  · Herzog, J. (1997) Laura Ashley closure a strategic decision. Daily Yale News Online Friday, 12 September 1997, (online) (cited 20 December 2000). http://www.yale.edu/ydn/paper/9.12.97/I-1lauraashley.html .  · Hoovers Online. Laura Ashley Holdings Plc Company Capsule Companies and Industries http://www.hoovers.co.uk/uk?capsule/5/0,3042,90245,00.html?referer= (20 December 2000).  · Wetfeet. Laura Ashley Holdings Plc Company Profiles. http://www.wetfeet.com/asp/companyprofiles.asp (18 December 2000).  · Wright Investors Service. Research Report: Laura Ashley Holdings Plc Corporate Information http://profiles.wisi.com/profiles/scripts/corpinfo2.asp?cusip=C826EG930 (18 December 2000).

Additional Support Needs and Inclusion in Education

Additional Support Needs and Inclusion in Education Behaviour Children Mainstream Exploring Difference and Diversity As a Teacher of Additional Support Needs in a secondary school in North East Scotland I intend to investigate Difference and Diversity and the move from Special Educational Needs to Additional Support Needs and Inclusion. How it affects my own practice and that of my school. Having been a mainstream secondary school teacher for 14 years before becoming an Additional Support Needs teacher, I have learnt from experience and listening to colleagues, that behaviour seems to play a major part in the inclusive classroom. Colleagues have commented in the past that they don’t mind those children with ‘Special Needs’, it is those with behavioural difficulties which cause the problems. This train of thought is corroborated by Paul Croll and Moses (2000). They interviewed Head Teachers from both Special Schools and Mainstream, and LEA Officers. ‘The view that children whose behaviour challenged the mainstream should be in separate provision was a widespread one: â€Å"We cannot cope with EBD [emotional and behavioural difficulties] children in the mainstream.† (Primary Head) â€Å"I am very committed to integration in principle, but it is very difficult to have disturbed children in mainstream schools.† (Primary Head) â€Å"Some emotionally and behaviourally disturbed children make too great demands on staff. It’s not fair on other children.† (Primary Head) (Croll and Moses 2000, p6) Also, cited by J Allan (1999, p10), Armstrong and Galloway have noted a tendency of teachers to reconstruct children with emotional or behavioural difficulties as ‘disturbed’ (1994:179), with the implication that these are outside the responsibilities of mainstream classroom teachers. It is for this reason I intend to look at the behaviour of a small group of first year pupils in my classroom, and try to put into place some strategies to help reduce the frequency of unwanted behaviours, which hopefully, will go some way in promoting inclusion within my classroom practice and thus enabling them to access more mainstream classes in the future. The unwanted behaviour could stem from a number of factors including their home life, environmental influences, peer pressure, personality, self confidence and self esteem, to name but a few; which will be discussed later. When considering difference and diversity, many people think of stereotypes, such as, cultural diversity, gender differences etc. The problem with a stereotype however, is that no one individual conforms to it exactly, and yet, in the educational institute it is individuals that we are dealing with therefore, we place the emphasis on exploration of individual differences, and not stereotypes. Do these differences really mean that some children and young people are uneducable and have to be segregated and placed in special schools? Previous trains of thought were that those with ‘special needs’ would be better off in special schools. By placing them in such institutes, the education of the rest would not be hindered. According to Thomas and Loxley (2007) one of the first Special Schools in the UK was The School of Instruction for the Blind, in Liverpool 1791, also mentioned in The Warnock Report (p8). During the Nineteenth Century Special Schools were established for the blind, deaf and dumb children. During the 20th Century Special Schools grew in number until they catered for around 2% of the school population. In the early part of the century people with learning difficulties were referred to as feebleminded, imbeciles and idiots. Many of the special schools were started by voluntary organizations for pupils with specific disabilities. They were seen as more helpful and less intimidating to students with disabilities. ‘The term special educational needs began to come into use in the late 1960s as a result of increasing dissatisfaction with the terminology used in the Handicapped Pupils and School Health Service Regulations (1945), which classified handicapped children into ten categories according to their main handicap. There was, moreover, an increasing awareness of the frequency of learning and other difficulties affecting children’s progress and adjustment in ordinary schools’. (Ronald Gulliford, (Ed) 1992 p1) Before the Warnock Report it was commonly believed that special educational needs stressed that the deficits were from within the child. This came from a medical or psychological point of view which implied that the individual was in some way ‘in deficit’. The requirement for special educational provision was related to the concept of disability of mind or body. The 1944 Education Act defined 11 forms of disability but did not include groups of children who were considered to be uneducable due to the extent of their handicap. Disabilities were described in medical terms except for educational sub-normality and maladjustment which were more difficult to clarify, suggesting that there was a cut-off point between normal and abnormal. In 1970 legislation was introduced which stated that local education authorities had to make special educational provision for all types of disability, but this did not specify whether it should be in separate schools or classes. This resulted in special education being considered as that which only took place in special schools. (Sally Beveridge 1999) The Warnock committee was set up to review the provision for children with mental and physical disabilities and produced the report in 1978. It promoted a wide range of special needs, rather than discrete categories and helped to form the basis of the 1981 Education Act’s policies on special educational needs (SEN), which introduced a different approach to the definition of children with SEN: ‘A child will have a special educational need if s/he has a learning difficulty requiring special educational provision. The ‘learning difficulty’ includes not only physical and mental disabilities, but also any kind of learning difficulty experienced by a child, provided that it is significantly greater than that of the majority of children of the same age’. (1981 Education Act, p1) The Act stated that the education of children with SEN should be carried out in ordinary schools where possible. The Act emphasized an approach that is in favour of inclusion and integration, rather than separation and isolation. This approach recommended that children with special needs should be treated as individuals, and that the child should have a learning support teacher with them in the classroom, rather than being taken out of the class. Since the Warnock report and the 1981 Education Act, legislation has been gradually catching up with the recommendations. The most recent legislation is The Education (Additional Support for Learning) (Scotland) Act 2004, in which the term ‘Special Educational Needs’ has been replaced with ‘Additional Support for Learning’. The Act states that ‘A child or young person has additional support needs for whatever reason, the child or young person is, or is likely to be, unable without the provision of additional support to benefit from school education provided or to be provided for the child or young person. In relation to a prescribed pre-school child, a child of school age or a young person receiving school education, provision which is additional to, or otherwise different from, the educational provision made generally for children or, as the case may be, young persons of the same age in schools (other than special schools) under the management of the education authority for the area to which the child or young person belongs.’ (Education (Additional Support for Learning) (Scotland) Act 2004, p1) This definition seems to be similar as in the 1981 Education Act previously mentioned, although the Education (Scotland) Act 1981 did not mention that the ‘learning difficulty’ included physical and mental disabilities, as did the Act in England. Does this mean there are no real changes in policy? Is everything exactly the same as before but with a different name? The Additional Support for Learning Act introduced a new framework for supporting children and young people. The Education (Scotland) Act 1981 required education authorities to make a generalprovision in their areas to meet such needs. The 2004 Act requires education authorities to make adequate and well-organized provision for additional support as is required by the child or young person with additional support needs’. This goes further than making a general provision, such as special schools. The education authority has a duty to provide the necessary additional support to every individual child or young person who needs it to benefit from education. It also has to identify children and young people with additional support needs and to review their continuing needs and the sufficiency of steps taken to meet them. Staff and resources from within the particular schools attended by these children or young people have a role in enabling an education authority to fulfill these duties, as do staff and resources from its own services and from other agencies. (Focusing on Inclusion, p7) Children may need additional support for a wide variety of reasons. A child’s education could be affected by issues resulting from: learning environment inflexible curricular arrangements inappropriate approaches to learning and teaching more able children children with English as an additional language family circumstances homelessness parental drug or alcohol misuse children who are parents children who are carers children looked after by the local authority disability or health need motor or sensory impairment specific language impairment autistic spectrum disorder learning difficulties ADHD depression or other mental health problems social and emotional factors children who are being bullied children who are suffering racial discrimination children who are bullying children with behavioural difficulties (Govan Law Centre, internet source) This is far from being a complete list and does not mean that every child fitting one of the above categories necessarily has additional support needs. This will depend on the amount and type of support required by the individual child. There are many more factors that are now considered under The Education (Additional Support for Learning) (Scotland) Act 2004 compared with the previous Act. Children with English as an additional language are now included whereas previously they were not, they were not viewed as having special needs, but they are now recognized as needing support to access the curriculum. Also, parents now have the right to: Ask their child’s education authority to find out whether your child has additional support needs. Request a specific type of assessment and/or examination for your child when their education authority is proposing to formally identify whether they have additional support needs. Receive information or advice about a child’s additional support needs. (Enquire 2006) All local authorities should have policies in place to ensure they are abiding by the act. The authority in which I work has various policies and guidelines in place, including: Policies Access to Education for Pupils with Disabilities/Additional Support Needs Strategy 2005-08 Race Equality Policy and Strategy 2005-08 Sensory Support Service Quality Assurance Policy Additional Support Needs Policy Framework. Policies Under Development Disability Equality Scheme Guidelines Guidance on the Education of Looked After Children and Young People Improving Access to the School Environment to Communication for Parents and Visitors. How good is our Educational Psychology Service Draft Snapshot. Improving Physical Access to Education. Riding for Pupils with Additional Support Needs. Safety and Good Practice on Education Excursions. Supporting Pupils access to the curriculum using ICT (ASPECTS). Swimming for Pupils with Additional Support Needs. Guidelines Under Development Autism Support. English as an Additional Language. Integrated Assessment Framework Draft Operational Guidelines Motor Coordination Difficulties. Sensory Support Service Guidelines. The Additional Support Needs Policy Framework was produced in January 2007 as 6 Pathways to Policy booklets and the principles behind the policy are printed in each booklet: ‘The Additional Support Needs Policy Framework and the Pathways to Policy Pack for Supporting Children’s and Young People’s learning ensure that all children and young people are provided with the necessary support to help them work towards achieving their full potential with respect to their personality, talents and mental and physical abilities. It promotes collaborative working among all those supporting children and young people’. In September 2005 HM Inspectorate of Education was asked by Scottish Ministers to monitor and evaluate the consistency, effectiveness and efficiency of education authorities in implementing the Education (Additional Support for Learning) (Scotland) Act 2004 and to ensure that procedures for implementation were in line with the duties of the Act 2004 and the associated Code of Practice. In 2007 HMIE produced the Report on the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004. The report states that most authorities were effective in ensuring that their procedures for implementing the Act were in line with the duties of the Act and the associated Code of Practice. The most effective had built on existing good practice and developed joint strategic approaches with other agencies to meet the needs of children and young people with additional support needs. However, authorities varied in their effectiveness in implementing the key requirements of the Act. (HMIE 2007) The report provided guidelines for improvement and was made available to schools in February 2008, to enable them to evaluate their implementation and effectiveness of current legislation; the Education (Additional Support for Learning) (Scotland) Act 2004 and Inclusion. Following this report some schools including the school, in which I work, are holding CPD sessions for staff on the implementation of the Act and Inclusion, and ways forward. Inclusion is not a new phenomenon, it has been recommended in educational legislation since the Warnock Report in 1978. In fact it has been spoke about during the 1960’s, As cited by Josephine Jenkinson, Dunn’s (1968) argument against segregated special education and in favour of integration was that advances in the development of individualized, self-paced curricula in regular education would allow students with disabilities to be accommodated in the regular class, if they were provided with a programme designed by a specialist teacher to meet their needs and in which they could progress at their own pace. Integration could be made possible by radical departures in school organization, involving a greater emphasis on team teaching, ungraded classes and flexible groupings. (Jenkinson, 1996. p 15-16) This implies that there should be a change in the curriculum and how it is delivered, to meet the needs of all pupils, and that specialist teachers should be working with classroom teachers to plan and deliver the curriculum. Historically â€Å"integration† was the term used in the 1980s, but this came to be seen as placing disabled children in a mainstream setting, without providing the support they required and allowing them to be there as long as they were able to fit into the existing systems and cultures. It is now acknowledged that the inclusion of disabled, and children with additional needs, involves going much further, and changing the policies, practices and attitudes within the school. The Centre for Studies on Inclusive Education provides the following definitions of inclusion in education, from the Index for Inclusion in education (Booth and Ainscow 2002), also cited by Thomas and Vaughan 2004 (p183): Valuing all students and staff equally. Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools. Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality. Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorized as `having special educational needs. Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely. Viewing the difference between students as resources to support learning, rather than as problems to be overcome. Acknowledging the right of students to an education in their locality. Improving schools for staff as well as for students. Emphasizing the role of schools in building community and developing values, as well as in increasing achievement. Fostering mutually sustaining relationships between schools and communities. Recognizing that inclusion in education is one aspect of inclusion in society. (Centre for Studies on Inclusive Education, internet source) Why do we need inclusion? Whatever their disability or learning difficulty children have a part to play in society after school. An early start in mainstream playgroups or nursery schools, followed by education in ordinary schools and colleges, is the best preparation for an integrated life. Education is part of, not separate from, the rest of childrens lives. Disabled children can be educated in mainstream schools with appropriate support. As discussed by Ainscow (1999), Inclusion is a feature of the Salamanca Statement which was agreed by 92 governments and 25 international organizations in 1994. ‘The statement argues that regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, building an inclusive society and achieving education for all’.( Ainscow 1999, p74) Cited by Thomas and Vaughan (2007), Rustemier argues that segregated schooling breaches all four principles underpinning the 1989 United Nations Convention on the Rights of the Child. These principles are: Non-discrimination (Article 2) – all children should enjoy all rights without discrimination and on the basis of equality of opportunity; The best interests of the child (Article3); The right to life, survival and development (Article 6) – development is meant in its broadest sense, including physical health but also mental, emotional, cognitive, social and cultural, and ‘to the maximum extent possible’; and The views of the child (Article 12) – children have the right to be heard and to have their views taken seriously in matters affecting them. Rustemier goes on to argue that inclusion has come to mean almost everything but the elimination of exclusion. And that the current education system excludes and segregates large numbers of children from mainstream education because of learning difficulty, disability, and behaviour, despite claiming to have inclusion as its goal. (Thomas and Vaughan, 2004, p 23-24). Joe Whittaker discusses, in an article which appeared in the Greater Manchester of Disabled People’s Magazine ‘Coalition’, the damage he believes is inflicted on disabled children and their local communities by a system of special schooling and segregation. He further argues that inclusive education will be prevented from being implemented in any meaningful way whilst this system continues. ‘Over the last 50 years different governments have told us that we are moving towards integration, where disabled children and non-disabled children work together in the same school and where everyone has equal opportunities. However, simultaneously the same governments have stated that there will always be a need for some children to go to segregated special schools, and legislation was introduced to ensure this would happen’. (Joe Whittaker 2001: pp. 12-16) [See appendix1] Despite the United Nations Convention on the Rights of the Child, and the growing number of people in favour of Inclusive mainstream schools and the closure of Special Schools, Government statistics show that there has been an increase in the number of Independent Special Schools in Scotland over the past few years. The number of publicly funded special schools in individual areas of Scotland has also changed. Some areas such as east Ayrshire show an increase while others show a decrease in the number of special schools. There has been a significant increase in pupils with Additional Support Needs attending both Primary and Secondary mainstream schools. There has also been an increase in the number of pupils with IEP’S attending mainstream secondary schools. [See tables1, 2: appendix 2] There are many reasons why secondary pupils are deemed to need additional support in school. According to the statistics there are 1,816 pupils with Social, emotional and behavioural difficulty; 1,403 of these being boys and only 413 girls. The statistics show that there are significantly more boys with additional support needs than girls. [See table4, appendix 2] A Scottish Executive National Statistics Publication gives the following information, along with the statistic tables in appendix 2: Special schools There were 34 independent special schools in 2004, compared to 33 schools in 2003, and 32 in 2002. There were 1,132 pupils in independent special schools in 2004, an increase of eight per cent over 2003. There were 334 teachers (FTE) in independent special schools in 2004, a 17 per cent increase from 2003. There were 3.4 pupils per teacher in 2004, a decrease from 3.7 in 2003. Special Educational Needs There were 1,349 pupils with a Record of Needs and/or an Individualised Educational Programme. This is an increase of 105 (eight per cent) from 2003. The largest categories of main difficulty of learning were social, emotional and behavioural difficulties (22.6 per 1,000 pupils) and specific learning difficulties in language and/or mathematics including dyslexia (6.7 per 1,000 pupils). (Scottish Executive, Internet Source) Why is it that there seems to be more boys than girls identified as requiring Additional Needs? One reason could be that boys are seen as more boisterous than girls, thus reported as having behaviour problems, another reason could be that more assessments of boys have been carried out, compared to girls; resulting in an increase of incidences and prevalence. There is also the general assumption that girls mature more quickly than boys. Cited in ‘A study of children and young people who present challenging behaviour’ – literature review, Cole et al (1998) (1999) established that there were ten to twelve times more boys than girls in English EBD schools and over three times as many boys as girls in PRUs (Pupil Referral Units). This creates very real difficulties in ensuring that girls have a suitable peer group if they attend a ‘mixed’ EBD school (see also Cruddas and Haddock, 2001). Egelund and Hansen (2000) noted a 5:1 boy:girl ratio in segregated provision in Denmark. In Scotland, Lloyd and O’Regan (1999) report that over 80% of the pupils in specialist provision for SEBD are boys. Fortin and Bigras (1997), note that boys heavily outnumber girls in Canadian literature on EBD. (Ofsted 2005) This literature review was commissioned  by Ofsted as part of a large-scale survey to inform the report ‘Managing challenging behaviour’. Ofsted commissioned the University of Birmingham to carry out this research to inform subsequent fieldwork, and gives the assumption that the Gender imbalance is International, and Social Emotional and Behaviour difficulties is one of the categories that creates the most problems. In November 2002 BBC News Online reported Schools in England were identifying more boys than girls as needing special help with their education. ‘New statistics on the gender of those with special needs reveal for the first time that 64% are boys and 36% girls. The gender gap is even wider in the most severe cases those with formal statements of need: 72% are boys and 28% girls. Experts say the reasons are unclear but that controversially a large factor might be teachers perceptions of what constitutes problematic behaviour’. It was also reported that children with special educational needs are being turned away from schools because of fears that they could affect their position in exam league tables. Children with’ special needs’ account for almost nine-tenths of permanent exclusions from primary schools, and six-tenths of those from secondary schools. Almost five times as many boys as girls are excluded from school. This corroborates Rustemier’s argument that the education system excludes large numbers of children, especially those deemed to have ‘special needs’. The report stated that girls and boys are more or less equally likely to have physical disabilities, but boys are far more likely than girls to have specific learning difficulties, autistic disorders or emotional or behavioural problems. Medical reasons were discussed, and Richard Byers, an SEN expert in Cambridge Universitys faculty of education, was quoted as saying that some forms of special need notably autism were diagnosed much more often in boys than in girls. More and more cases of autism were being identified, so more boys were said to have SEN. But there was a bigger, greyer aspect to the issue, especially where children in mainstream schools were identified as having social, emotional or behavioural difficulties again, many more of them boys. Florid felt that we identify one kind of social, emotional or behavioural difficulty which tends to be in boys more often than girls. This might be that for all kinds of social and cultural reasons teachers perceived boys to be more problematic than girls. So there was an over-identification of boys with SEN and probably an under-identification of girls needs. The Department for Education was quoted as saying that there appears to be some evidence that professionals, including teachers, are likely to identify boys as having SEN particularly in relation to behaviour. The BBC also reported that the editor of The Journal of Research in Special Educational Needs, Lani Florian, said the gender gap might be as high as 10 to one in the case of emotional and behavioural problems. People had put forward various theories, to do with genes and hormones, for instance but none had been conclusive. It has been said that the classroom is just a friendlier environment for girls but thats just a theory too, Dr Florian said. We really dont know. (Gary Eason, BBC News online 2002) This report has been discussed by various people on a GTC forum as summarized by Allan Witherington (efacilitator) Many of the contributors have offered observations from their own experiences in the classroom that confirm the often described differences in attitude, learning style and attainment between boys and girls. Boys were said to be noisier and to lose interest more quickly, whereas girls were quieter, more reflective and better able to deal with written tasks. No-one contested the fact that the gender gap is real. A persistent theme was the need for teachers to deliver lessons offering a variety of learning experiences to cater for the different learning styles of all those in the class’. This was said to be ‘a tall order’. When discussing the quote from a DfES spokesperson as saying, There appears to be some evidence that professionals, including teachers, are likely to identify boys as having SEN particularly in relation to behaviour. The question was asked â€Å"are they suggesting that the perceptions of the professionals are incorrect? Are we just missing the sp ecial needs of girls because they are less obvious†? There seemed to be no answer to this! (GTC forum, internet source) As well as the gender issue, and it being reported that boys are more likely to be identified with Autism and EBD, according to the previously mentioned statistics table 4 (appendix 2), in 2006 there were 19 reasons for support for secondary pupils with Additional support needs compared with The 1944 Education Act which defined eleven categories of disability. Perhaps the more recent Government Policies and initiatives have contributed to the increase! With the concept of Inclusion there are now more children and young people identified with additional needs attending mainstream schools whereas in previous years they would have been segregated into special schools, the additional rights of the parents could mean that more parents are requesting assessments for their children if they think there is a problem, resulting in more children needing additional support. There are many other reasons which were not previously recognized as Special Educational Needs such as some family circumstances, bullying etc.

Problems Facing Entrepreneurs and Small Businesses Essay -- Small Firm

Abstract Small businesses face economic uncertainty, overwhelming legislative regulations, and employee retention problems. Small Business represents more than 99 % of all employers and employs more than one half of the private sector. It also generates one half of the United States private G.D.P. ( PR Newswire, Oct 29, 2014 pNA). In light of the significance of small business to the economy, it should be a grave concern when a third of small business owners rate the overall health of the United States economy as their biggest worry, rating higher than terrorism, the war on Iraq or healthcare costs. ( PR Newswire, July 12, 2014 pNA). Normally, during periods of economic sluggishness, it is small business that paves the way for a rebound. However, this trend has not appeared during the recent down turn in the economy which began in 2001. A major reason for small business failure to bolster the economy is a result of their inability to raise capital due to the decimation of the Small Business Administration's loans program ( Harpers Magazine, July 2014, V309 il 850 p79(2)). It appears that the very fuel that normally would stoke the economic furnace has been diluted through cost cutting measure as a result of a floundering economy. Such challenges will test the creativity and viability of small business. Unfortunately, that creativity can be overwhelmed with the legislative regulations imposed by the local, state and... ...wamped by flood of regs [Electronic version]. The Business Journal, 13(46), 29. Kurlantzick, J. (2014). Economy of scale: President Bush has been no friend to small business. [Electronic version]. Harper's Magazine, 309(850),79. McCracken, J. (1997). Big 3 drain talent from small firms. Crain's Detroit Business, 13(35), 15 Neher, M. (1995, October 15). Red tape, worker's comp worry businesses [Electronic version]. Daily Journal World, E-1. Protection service for employees (2014, September). Manufacturers' Monthly, 17. Roberts, J. ( 2014, September 02) Small business optimism increasing, Computer Resellers News. Small business owners more concerned about economy than terrorism, (2014, July 12). PR Newswire ,. Smaller firms can and do find health insurance (2014). Crain's Chicago Business, 27(42), 20.

Days of Destruction Days of Revolt Essay

They offer very detailed and disturbing descriptions of life on the Pine Ridge Reservation in South Dakota, the slums of Camden, New Jersey, and the â€Å"surface mining† zones surrounding Welch, West Virginia, as well as some places in Immokalee, Florida, that are literally like slave camps. One chapter of the book caught my eye, â€Å"Days of Slavery. † It mainly takes place in Immokalee Florida, a center of immigrant agricultural laborers, mostly Latino. The immigrants are housed in terrible conditions, which makes it very hard for them to work. Additionally to the terrible conditions that they are forced to work in, they are also paid unreasonably low wages for the amount of time they are working. Another thing that is affecting the people who work in the factories are serious problems with breathing. They have this problem because of pesticide poisoning and other chemicals that they are being exposed to while working. One chemical that is mentioned is Methyl Bromide. It is also not uncommon for these workers to be held in literal slavery, have their paychecks stolen, and be subjected to physical abuse if they get out of line. The legal system in Florida appears willing to prosecute cases of slavery, but the immigrants are very afraid to come forward for obvious reasons. They are afraid they will be fired and more than likely the cases will not be judged in their favor. This is because these companies are huge, and are able to pay people off to continue making the workers work under unreasonable conditions. O’Neill 2 Hedges interviews activists from the Coalition of Imoakalee Workers, a very strong and militant organization. He describes their struggle to secure a minimum level of decent conditions for the workers. The chapter includes the case of Miguel Flores and Sebastian Gomez, who where sentenced in 1997 to fifteen years in prison on charges of slavery, extortion, and firearm possession. The duo oversaw a modern slavery operation of four hundred men and women who harvested fields in Florida and South Carolina. The book highlights the harsh conditions for the laborers in this operation. The author wrote: The workers, mostly indigenous Mexicans and Guatemalans, were forced to work ten to twelve hours a day, six days a week, for as little as $20 dollars a week, all under the supervision of armed guards. Those who attempted to escape were beaten, pistol-whipped, and at times shot. The crew leaders charged the workers exorbitant prices for food. Female workers, according to one victim, were routinely raped. The coalition workers were told by Flores that if their experiences of working in the factory were talked about, he would cut their tongues out. (Hedges 158) The main questions of the people in the community of Immokalee were probably, â€Å"Who is going to take a stand for us immigrants? Who is going to be our leader that we will follow so we can be treated like normal human-beings? Their questions were not being answered until a man by the name of Lucas Benitez came along. Benitez was thirty-six and had two children . A group was started by Bentiez as well as people who â€Å"found the courage to stand up to abuse, breaking the cycle of fear that keeps the system in place. † Benitez started by becoming an organizer. He and his group would meet at the local Catholic church at night to help those who were being treated unfairly. Things were turning around for the immigrants. They were protesting and trying to do whatever they could to defeat the huge companies who were making them work many hours for such little pay. As they began to protest and strike, the employers gave them what they wanted. The workers of Imoakalee, Florida, got O’Neill 3 a pay raise, and were no longer held in literal slavery. Other then the few changes that were mentioned above, Imoakalee Florida, has not significantly changed since the mid 1950’s. Today, Imoakalee, Florida, is still an area where a majority of America’s crops and produce are grown. Many immigrants still live in Imoakalee, Florida. To this day, unfortunately corruption is still going on in Imoakalee. Huge factories and companies are forcing workers to work very hard, and they are also causing damage to the environment. They are causing damage to the environment because of the smoke stacks that are required by the different factories. (Coalition of Immokalee Workers) O’Neill 4 Works Cited Coalition of Immokalee Workers (CIW). N. p. , n. d. Web. 7 Feb. 2013. . Hedges, Chris, and Joe Sacco. Days of Destruction, Days of Revolt. New York: Nation Books, 2012. Print.

Analysis of Sound of Silence

Lack of communication: An analysis of â€Å"The Sound of Silence† â€Å"Sounds of Silence is an album by Simon and Garfunkel, released on January 17, 1966† [ (wikipedia) ]. This is a beautiful song composed with wonderful choices of words. Behind this beautiful song with melodious rhythm, there is a big message in the lyrics. In this poem, Simon presents the speaker who speaks about communication. The idea of lack of communication builds up throughout this poem. This poem conveys a message that there is a lack of real communication in the people.The poet multiple uses of words in this poem have a significant meaning and strongly support the thesis above. The multiple uses of â€Å"I† imply that he wants the reader to be the particular person he is referring to in the poem. â€Å"I’ve come to talk with you again. † and â€Å"Left its seeds while I was sleeping† in the beginning of the poem relates silence with the speaker (lines 2-4). The dark ness meaning silence in this poem is speaker’s old friend. He knows the silence very well. Similarly, the multiple use of ‘and’ provides reasoning and supports for the writer’s argument.For example, in the lines â€Å"And the vision that was planted in my brain†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. the sound of silence†, the speaker argues that the environment he has created is still inside his brain and thus is not exposed yet (5-7). The speaker also uses the word ‘people’ many times. â€Å"People† in this poem refers to all the common people without being concerned to any individuals (17-19). In this context, people refer to those mass who are communicating with each other without any emotional feelings. The poem describes people’s way of communicating in several lines.Through the lines below, Simon wants the speaker to know how people are sharing information with no value. The following section is most important because they con vey the speaker’s main message: â€Å"People talking without speaking People hearing without listening People writing songs that voices never share And no one dared Disturb the sound of silence† (17-21). In this stanza, â€Å"People† being used three times indicates that the speaker is talking about common people of a nation where they are ruled by some dictators or harsh leader where public opinions have no any value and the freedom is snatched from the people.People are talking but they do not know what they are talking about. Their speech does not have any meaning and they are uttering words just because they are told to do so. They hear the words without interpreting them and are ready to accept whatever the leader commands without realizing the results. They know this fact, and can distinguish between right and wrong but they confine their emotions within themselves never sharing those ideas to others. They fear that silence which is their old friend will b e broken. Throughout the essay, Simon wants the speaker to know how people are really lacking communication and how it going to affect them.The speaker blames people for not having real communication. By characterizing common people as â€Å"Fools†, the speaker argues that the people are going dumb without having a good communication media (22). Lack of communication make people stupid because they are unaware what is going on in the world. Using the word fool, speaker stresses how important communication is. People really turn numb without communication. It is only through communication, knowledge is shared and people are aware of many things happening in the world.The narrator continues â€Å"Silence like a cancer grows† (23). The use of this phrase suggests us that no communication is as dreadful as cancer. When someone is silent for a long time, it becomes a habit and the victim may not even notice that. Like there is no any treatment for cancer, it is very hard to convince the people who are living without any communication for a long time. Thus, the speaker’s suggestions do not work in this case too. He tries to convince the people and bring an awareness in them as he says â€Å"Hear my words†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. reach you† (24-25).But nobody accepts the speaker’s suggestions and these suggestions come back to him like he says in his poem â€Å"And echoed In the wells of silence† (20-21). In the lines, â€Å"And the people bowed†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦neon god they made† (29-30), the poet presents Neon God as a technology. People depend on technologies thinking they are more important because they make their work easier. People today spend much time in text messages, cell phones and chatting, and these are all what the narrator points as talking without speaking and hearing without listening. People have forgotten the real communication. The real ommunication is when there are feelings, when people share ide as face to face. But people are busy in enjoying the technology without thinking about its harmful consequences. Through this poem, the speaker creates the environment where there is silence everywhere. He dramatizes a community of people where people do not communicate actually. Lack of communication creates an illusion in people. People always worship technologies but never put an effort for real communication. This poem can be a good media to show the importance of real communication and bring awareness among the general people.

masai tribe essays

masai tribe essays The Masai have always been different from other African tribes. Their bright red robes set them apart visually. With a spear in hand, they are calm and courageous regardless of the danger. The armed British troops who drove the Masai from their lands in the late 19th century had a great respect for the Masai. In common with the wildlife with which they co-exist, the Masai need a lot of land. Unlike many other tribes in Kenya, they live by herding cattle and goats. They believe Engai (their chief god) gave them all the cattle in the world. They referred to the neighboring tribes of farmers and hunter-gatherers as Ndorobo, meaning poor folk. This is because the Masai measured wealth by the number of cattle, so people without cattle, or those who eat the meat of wild animals are considered poor. The Masai dont have fixed ranches with permanent buildings. Instead they construct a boma (village) for a group of families. The boma is a circle of huts,one per family, enclosed within a circular fence of thorn bushes. the women of each household construct the hut from cattle dung and clay. Periodically, the group will abandon their boma and construct a new one in an area with better water and grazing. The Masai tribe are East African nomadic people speaking Maa, which is an Eastern Nilotic language. Like other tribes, they are a nation only in the sense that they speak one language, follow a common way of life, and observe the same customs and beliefs. They have a barely sufficient, yet fairly homogeneous traditions of immigration, beginning with an ancestor called Maasinda who made a gigantic ladder which enabled the forefathers of the tribe to climb up the long cliff from the Rudoph basin to the Uasin Gishu plateau north of Kitale. From there they deployed in six main sub-tribes over the central part of the Kenya highlands and southwards, down the line of the Rift Valley, into Tanganyika. The Masai went into a...