The Omnivores Disgust Essay Example | Topics and Well Written Essays - 1500 words

The Omnivores Disgust - Essay Example Choice gives us ‘autonomy, freedom, adaptability’ (Fischler 1988), but we must incorporate variety, because of ‘An omnivore, unlike a specialized eater, cannot obtain all the nutrients it needs from one food’ (Fischler 1988). The healthy human diet depends on diversity, but our paradox is that to stay healthy, humans must remain suspicious of possibly dangerous substances. The dilemma follows: we must orally incorporate sustenance, but, as Rozin reminds us, ‘it is not possible to specify in advance what sensory properties will characterize sources of nutrition (or toxins) in any particular environment (Rozin 1987). Thus, it was historically important that humans learn patterns of rejecting potentially poisonous food prior to allowing it to breach the barrier of the mouth. Modern eaters seldom face this aspect of the dilemma. Humans have already identified the edible and inedible substances in their environment. Food can be contaminated or spoiled, and ‘All domestic animals are potentially hazardous to human health’ (Harris 1998), but modern cooks are usually aware of how to store, prepare, and cook to eliminate this problem. Prepared food has symbolic magic qualities as â€Å"the mythical representation of nature-culture transformation’ (Falk 1991). Food is removed from a raw, untamed state and made edible in a symbolic cultural sense. How can we reject it when it has clearly been made—transformed—into food? There is nothing inherently wrong with it. Humans have learned they can eat bitter foods like coffee and that even painful foods like chiles have beneficial effects, such that they ‘delay food spoilage...make the dwellers of scorching climates sweat in a way that cools them off†¦supply essential micronutrients and protective antioxidants’ (Nabhan 2004).

INTERNATIONAL BUSINESS LAW Research Paper Example | Topics and Well Written Essays - 1750 words

INTERNATIONAL BUSINESS LAW - Research Paper Example Alongside this matter is the important consideration of the costs entailed in doing business in the Russian Federation. Possible Legal Risks Involved There are several legal issues, some of which take the form of risks, involved when entering a foreign market. Legal issues involved laws that affect the conduct of a particular business in a particular place. Laws that will be involved in conducting a business in Russia will be, necessarily, Russian commercial laws, international trade laws and international sales transactions and regulations. The risk, however, in conducting a business in a foreign state can be categorised into the following: effectiveness of the judiciary; rule of law; risk of contract repudiation; corruption, and; risk of expropriation.1 It is best to conduct business in a country that has a stable political condition and is known as business friendly. Although there is always risk, political risks of countries vary in degrees. Political risk is defined as â€Å"ri sk of loss when investing in a given country caused by changes in a country’s political structure or policies such as tax laws, tariffs, expropriation of assets or restriction in repatriation of assets.†2 Relevant to this discussion is the case of RosInvestCo UK Ltd v Russian Federation3 where a UK company has brought arbitration proceedings against the Russian Federation for invalid expropriation, which is contrary to the UK-Russian BIT. This case is thoroughly discussed on the UK-Russian BIT paragraph. In weighing the political stability of a country, its history might provide a good indicator of such a risk as countries with a history of stability and consistency are more likely to be less risky than those with opposing history.4 Unfortunately, Russia does not have a history of stability and consistency considering the number of political disarray it had in the past. The Best Form of Corporate Entity to Take There are, at least, four ways by which the Ultra-Educators Software Limited may engage in the business of selling chocolates in Russia. One is by selling directly by establishing its own branch or subsidiary; two, through retailers; three, through an intermediary or distributor, and; four, through a representative or agent company.5 Each of these methods has its own advantages and disadvantages. In making decisions about this matter, the following must be considered: the financial strength of Ultra-Educators; its connections; extent of its business commitments, and; the present state of its personnel, equipment, and status.6 If the Company intends to sell directly, it must set up an entity in Russia that will directly take charge of the business of selling the chocolates that the Company will be exporting to that country. It can either set up a branch or a subsidiary. A branch is a part or division of a company whilst a subsidiary is a separate entity independent from the company. Thus, the liability of a branch is that also of the main co mpany, but not that of the subsidiary because it is deemed separate from the company.7 Moreover, if the branch has taxes owing to it by virtue of the business it is conducting in the foreign state, the main company is liable for such taxes. This is not so in the case of the subsidiary.8

Organisation Change Management and Resistance to Change

Organisation Change Management and Resistance to Change Abstract This literature review examines organizational change and offers an in-depth study of resistance to change. It aims to deepen this field by a theoretical exposition of the concept of resistance to change. It is a key topic in change management and has been seriously considered for helping the organizations to achieve the advantages of this transformation. This review hints at where an organization should give special attention while initiating a change process. The study analysis the main sources of resistance to change and also how to overcome it. Many authors (Lawrence, 1954; Maurer, 1996; Strebel, 1994; Waddell and Sohal, 1998; among others) have done lot of research to investigate the reasons of the failure of different change initiatives and they found that resistance to change is the one of those may reasons. Resistance to change can cause very costly and time consuming delays in change process. (Ansoff, 1990) we must consider them even though they are very difficult to anticipate. There is another school of thought who consider Resistance as a source of information and can be used as a learning to develop a more successful change process (Beer and Eisenstat, 1996; Goldstein, 1988; Lawrence, 1954; Piderit, 2000; Waddell and Sohal, 1998). There is no doubt that resistance to change is a very important topic in the field of change management and business process engineering and can help organizations to achieve the advantages of the transformation if it is considered seriously . Considering the importance of resistance to change, this paper aims to delve deeper understanding in this field through a theoretical exposition of the concept. In this study, we analyzed the main sources of resistance to change and their relationships with types of changes. INTRODUCTION When a mature and able manager feels bored, he should seriously consider changing jobs, changing companies-or simply retiring. It is not fair to anyone for half a leader to hold a full-time leadership job. James L. Hayes People can easily be overwhelmed by change, especially within large organizations where they may perceive they have little or no voice in or control over the changes they believe are descending upon them. ( Lorenzi N. M., Riley R. T, Blyth A. J. C, Southon G, Dixon B. J, ) The typical response is fight or flight, not cooperation. Managers often interpret such human resistance to change as stubbornness or as not being on the team. This reaction solves nothing in terms of reducing resistance to change or gaining acceptance of it. Many managers do not accept that they are regarded as imposing life-threatening changes and establishing no-win adversary relationships between management and those below in the organization. Sometime managers try to disguise the impending change with what they consider innocuous names, (e.g., organizational effectiveness) or they adopt a metaphor (e.g., architecture for the future). The end result of people feeling disenfranchised is inevitable, as the exampl es of different organisations from around the world attest. (Lorenzi N. M., Riley R. T, Blyth A. J. C, Southon G, Dixon B. J,) Change is a constant in both our professional and our private lives. Children grow up taking for granted such things as powerful personal computers that we could not envision at their ages. The idea that human beings naturally resist change is deeply embedded in our thinking about change. Our language (e.g., resistance to change), our assumptions, and our mental models about change all seem to imply that something in our natures leads us to resist change. However, it is easy to find examples of human beings, from childhood on through old age, actively seeking out change of all sorts. Human beings do not necessarily resist change automatically; however, many people do resist being changed, i.e., having changes imposed on them. (Lawrence, P.R.,) Organizational change normally involves some threat, real or perceived, of personal loss for those involved. This threat may vary from job security to simply the disruption of an established routine. Furthermore, there may be tradeoffs between the long and short run. As an individual, I may clearly perceive that a particular proposed change is, in the long run, in my own best interests, and I may be very interested in seeing it happen, yet I may have short-run concerns that lead me to oppose particular aspects of the change or even the entire change project. The rate of change is escalating in virtually all organizations. The pressure is intense on anybody connected with the business world to focus time and attention on understanding the forces driving the changing environment and develop or implement the information systems needed to support the altered environment. Resistance to Change It is easy to change the things that nobody cares about. It becomes difficult when you start to change the things that people do care about or when they start to care about the things that you are changing (Lorenzi and Riley) Many authors (Lawrence, 1954; Maurer, 1996; Strebel, 1994; Waddell and Sohal, 1998; among others) have investigated that the reasons for the failure of many change initiatives can be found in resistance to change. Resistance to change is costly and time consuming into the change process which means long or short delays in any process of change (Ansoff, 1990) that are difficult to anticipate but must be taken into consideration. Resistance has also been considered as a source of information, being useful in learning how to develop a more successful change process (Beer and Eisenstat, 1996; Goldstein, 1988; Lawrence, 1954; Piderit, 2000; Waddell and Sohal, 1998). Undoubtedly, resistance to change is a key topic in change management and should be seriously considered to help the organization to achieve the advantages of the transformation. Resistance to change is an ongoing problem. At both the individual and the organizational levels, resistance to change impairs concerted efforts to improve performance. Many corporate change efforts have been initiated at tremendous cost only to be halted by resistance among the organizations employees. Organizations as a whole also manifest behaviour similar to that of individuals when faced with the need to change. The relationship between individual and organizational resistance to change is important. An organization is a complex system of relationships between people, leaders, technologies, and work processes. From this interaction emerge organizational behaviour, culture, and performance. (Maurer, R. 1996) These emergent properties and behaviors are tightly linked in two directions to the lower-level interactions. Organizational resistance to change is an emergent property, and individual resistance to change can give rise to organizational resistance. A self-reinforcing loop of increasing resistance can develop as individuals create an environment in which resistance to change is the norm. That environment in turn encourages increased resistance to change among individual employees. The self-reinforcing nature of this loop can be tremendously powerful, defeating repeated attempts to break out of it. (Maurer, R. 1996) Studies of system dynamics frequently reveal that major problems that everyone thought were external are actually the unintended consequences of internal policies. Definition of Resistance to change Zander (1950), defined resistance to change as a behavior, which is intended to protect an individual from the effects of real or imagined change. Resistance to change is an inevitable response to any major change. Individuals naturally rush to defend the status quo if they feel that their security and status are threatened. (Bolognese, 2002) Whereas Prado del Val and Fuentes say that Resistance to change is a key topic in change management and should be seriously considered to help the organizations to achieve the advantages of the transformation. (Prado del Val, Fuentes, 2003), But De Jager (2001) had described resistance to change by taking a positive approach and stated Resistance is simply a very effective, very powerful and a very useful survival mechanism. (De Jager, 2001) The factors that often lead to resistance to change These are some of those factors that often lead employees and top management resist changing. Ambiguity concerning alteration: Organization members may have a psychological resistance to change because they seek to avoid uncertainty. Past ways of doing things are well known and predictable, and the unwillingness to give up familiar tasks or relationship also cause resistance (Mabin , Forgeson Greene, 2001). Apprehension for mysterious: people become anxious when they exchange the old and familiar for something new and uncertain .A lack of information and understanding often leaves a vacuum which is filled by rumors, speculation and uncertainty. Disruption of Routine: Projected changes that disturb habitual routines or patterns are likely to encounter resistance because a persons behavior is governed largely by habits and routine when a person successfully copes with a situation, he or she will usually continue to operate in a similar manner. The known is preferred and this is especially true when the established behavior has resulted in past successes. Loss of Existing Benefits: When the change causes employees to feel pressured, they may interpret change as a loss of individual security. There may be a emotional loss a loss of prior comfort zone. Threat to Position Power: As the title implies, any change that causes a manager to lose face will always be resisted. Changes that threaten to lower the status or prestige of the individual or group will probably meet resistance. Threat to Security: Change sometimes results in a potential disadvantage to an individual employee or group, and people tend to resist changes that threaten the security of their environment. There may be concerns for the vested interests such as the loss of job, reduced promotional potential, change in career opportunities, reduction in wages etc. Redistribution of Power: A major factor in resistance to innovation is that reorganization invariably implies a redistribution of power and influence. Individuals or groups who perceive that a change will lessen their degree of influence will strongly resist such changes. Disturb existing social networks: Generally technical changes are more readily accepted When do not disturb existing social networks. Friendships, social cliques, or informal teams may be threatened by changes. Resistance to the new Technology: They perceive that new technology will add up to more of unwanted work and will contribute to increased responsibility. They oppose the new processes because they feel that the change will not solve their problems, which they are experiencing. Organizations past performance: The past performance of the change project impacts the perception of employees for the current change project, if the past change project had been introduced and was being failed. This may force them to oppose change. Lack of skill and experience: Managers are fearful about the skills, knowledge and responsibilities, which will be placed on them by the new business processes and technologies. They are also concerned about the experience to effectively manage their employees resistance. And they feel uncomfortable with their role in coping with the change. (Waddle, Sohal, 1998) Disagreement with the new way: When the pace seems too excessive and fast, most people resist. And they conclude that the solution is not the best way for fixing the prevailing problems. So they disagree specifically with the change. (Waddle, sohal, 1998) Overload of tasks: At times they even put change in terms of an additional burden. They find the change initiative as an extra work and a resource strain. Along with the duty of implementing change they are also expected to perform their daily activities and avoid bringing about changes. (Waddle, Sohal, 1998) RESISTANCE TO CHANGE -A BANE The resistance to change if ignored can have detrimental effects on the working of an organization .It is required to be fully reduced or eliminated on an individual levels as people can feign agreement to change and obtain control of change process. This would allow various mechanisms of sabotage to be employed from the inside the organizations such as they can mislead the organization members to completely stall or halt the change process. Resistance to change can also set the managers against each other, as difference of opinions may exist. This will also lead to rumors and misinformation to be spread out deliberately for setting up a conflict within the organization. This can lead to strikes and no-cooperation movements within the organization which will seriously obstruct companys plans and might prove to be the lot of production and time loss for the organization. Resistance to change can led to slowing up of processes as the people not conforming the change will deliberately delay the process by requesting further information. All such actions lead to increase in the overall costs to the organization. Resistance to change may also put the reputation of the organization at stake as those opposing the change can go to media and give statements which may not be good for companys image in the market. How to Overcome Resistance to Change Change triggers emotional reaction because of the uncertainty involved, and most Organisational change efforts run into some form of employee resistance. Resistance to change can be overcome by education and communication, participation and involvement, facilitation and support, negotiation and rewards, and coercion and manipulation. These are some importent change approaches to deal with resistance to change: Kotter and Schlesinger set out the following six (6) change approaches to deal with this resistance to change: Education and Communication Where there is a lack of information or inaccurate information and analysis. One of the best ways to overcome resistance to change is to educate people about the change effort beforehand. Up-front communication and education helps employees see the logic in the change effort. this reduces unfounded and incorrect rumors concerning the effects of change in the organization. Participation and Involvement Where the initiators do not have all the information they need to design the change and where others have considerable power to resist. When employees are involved in the change effort they are more likely to buy into change rather than resist it. This approach is likely to lower resistance and those who merely acquiesce to change. Facilitation and Support Where people are resisting change due to adjustment problems. Managers can head-off potential resistance by being supportive of employees during difficult times. Managerial support helps employees deal with fear and anxiety during a transition period. The basis of resistance to change is likely to be the perception that there some form of detrimental effect occasioned by the change in the organization. This approach is concerned with provision of special training, counseling, time off work. Negotiation and Agreement Where someone or some group may lose out in a change and where that individual or group has considerable power to resist. Managers can combat resistance by offering incentives to employees not to resist change. This can be done by allowing change resistors to veto elements of change that are threatening, or change resistors can be offered incentives to leave the company through early buyouts or retirements in order to avoid having to experience the change effort. This approach will be appropriate where those resisting change are in a position of power. Manipulation and Co-option Where other tactics will not work or are too expensive. Kotter and Schlesinger suggest that an effective manipulation technique is to co-opt with resisters. Co-option involves the patronizing gesture in bringing a person into a change management planning group for the sake of appearances rather than their substantive contribution. This often involves selecting leaders of the resisters to participate in the change effort. These leaders can be given a symbolic role in decision making without threatening the change effort. Still, if these leaders feel they are being tricked they are likely to push resistance even further than if they were never included in the change effort leadership. Explicit and Implicit Coercion Where speed is essential and to be used only as last resort. Managers can explicitly or implicitly force employees into accepting change by making clear that resisting to change can lead to losing jobs, firing, transferring or not promoting employees. RESISTANCE TO CHANGE A BOON There are some people living in a conservative world, for them change is often believed as a dangerous threat. For some of course change can be a positive thing however since most of negative cases were widely exposed more than the positive side, more people would normally be happy if changes do not take place. Change can be interpreted as promotion and demotion which leaves many feel insecure with their future employment (McGuire, 2003). They are worry about how they may have to do their work in different ways or their current salary will be subject to change (McGuire, 2003). Admittedly, behind all the change process there are organisations needs for make more profits in any possible way which often leads to job-cutting and restructuring. In business world everything is a competition. Everyone within organisation must compete both internally and externally to keep their existing job or to get a better one. Managers most of the time view resistance negatively and employees resisting to change are considered disobedient but often resistance may play a positive and useful role in any change process. Folger Skarlicki has given a positive view and said not all interventions are appropriate as implemented, the organization might be changing the wrong thing or doing it wrong. Just as conflict can sometimes be used constructively for change, legitimate resistance might bring about additional organizational change. (Skarlicki F 1999) Waddell specifically analysed this resistance issues and found that there are many idealist managers who believe that change process that occurs with only minimal resistance must have been a good change that was managed well (Waddell, 1998). She argued that this understanding is an immature perspective which leaves resistance in the negative side of the change process. She discovered that even in the early 1990s a number of management experts were still correlate resistances with counter-productive behaviors (Waddell, 1998). Waddell also found that resistance is far more complex condition than just one thought. Several minor factors may lead to a multifaceted reason why resistance exists (Waddell, 1998): Rational factor This happens when some employees are having different understanding of the outcome of the change with the management. Such condition may convey them to choose being opposition to change. Non-rational factor This reaction comes from insensible employees who simply being egoist without trying to understand the needs of Organisation in general. In this category are those with if it aint broke, dont fix it feeling (McGuire, 2003). Political factor This reaction may arise when some people are trying to politicise the change and the fact that they may be happy if they win against their opponent in decision whether change should take place or not. Management factor Of course there are possibilities where management doesnt provide adequate information which may lead to resistances. Rituals of Transition All change involves loss. In many cases, change requires at the minimum that individuals give up familiar routines. In some cases, the loss is substantial, affecting position, power, networks of friends and colleagues, and such. In all these situations, rituals of transition can be crucial in assisting people to grieve and let go of the old and move on to the new. The strategies for overcoming the barriers to change are quite diverse and touch on every aspect of the organization. No organization can begin using all the strategies at the same time or even in a short period of time. A better approach is to focus on one or two until they become part of the normal way of operating, i.e., until they become engrained in peoples habits. Only then is it time to introduce another strategy. In this way, over time, the organization gradually improves its abilities to learn rapidly, to adapt to new conditions, and to embrace change. Concluding thoughts and reflection of future role Resistance is normal and natural. As human beings we are all naturally resistant to change. This is in essence dictated by evolutionary history. Survival of the species depended upon being able to quickly scan any change for potential danger so it could be avoided if possible. As a result we are naturally danger people and when anything new pops into the environment we look to see how it might be a threat. If we perceive a threat then we avoid or resist it. Resistance emerges when there are a threat to something the individual values. The threat may be real or it may be just a perception. It may arise from a genuine understanding of the change or from misunderstanding, or even almost total ignorance about it. It is very interesting to find that despite the number of people who thought that resistance is a horrifying thing, there are some people who are trying to come up with a new and daring idea that resistant would be helpful, useful, beneficial or even constructive in someway. After investigating some of interesting and useful literatures, I realized that resistance is not just a word to use as blocking every effort of change as it sounds like there are other constrictive meanings of this word. Unfortunately I never had any experience with management jobs where I have to force any change and observe any resistance first hand, however if some day I do get opportunity to manage a team and any change initiative I will now remember that resistant can be positive helpful and rewarding. As a future management consultant, I could imagine that, I will be involved in big and hectic projects where I have to implement new systems or upgrade existing ones I can imagine minimizing the resistance will be a big task but I think if change process is initiated properly it is possible and achievable. I will try to address the problem if resistance is a problem accordingly by putting it in a positive way and educating resisters about the change process and by learning from their fears and concerns. I will try to choose the right change path so that resistance can be reduced or overcome. Easier way to lessen the resistance is by assuring the people and makes them believe, that change is inevitable and it will exciting and will bring new and positive opportunities for all. I will make sure that take them with me and not run fast so they know what is happening in organization. Bottom line is as change is inevitable thing resistance is too, so they run parallel to each other if resi stance is positive company learn and win if it is negative and can not overcome by positive means organization is loser. I would ask those with the future to understand our current needs and those with short vision to watch towards a better future. For me, I would wisely use my free-will certainly as the very last weapon (and not the first) and committed to support any constructive plans headed for a better plan in business and future personally. In this case, a brain would normally work better than a heart.

Exploitation in Child Beauty Pageants :: Argumentative Persuasive Essays

Exploitation in Child Beauty Pageants It is 6:00 a.m. on Friday morning, and Sharon is about to awaken her eighteen month old baby, Jessica, to prepare her for a long weekend of make-up, hairspray, and gowns. Jessica is one of the thousands of babies forced into the many children's beauty pageants each year. Sharon is among the many over-demanding parents who pressure their young and innocent children into beauty pageants each year and this is wrong. Beauty pageants were started many years ago but became more prominent in the society in 1921, when a hotel owner started a contest to keep tourists in town past Labor Day. The winner of this contest would be called Miss America. Miss America pageants have been a yearly event ever since then, except during the Great Depression. Then, in 1960, pageants were getting so popular that a Little Miss America was started for parents who wanted their children in beauty pageants (Nussbaum). Children's beauty pageants are judged by the following: modeling sportswear and evening wear, how well they dance, and how much talent they have. The children themselves are judged by their looks, how well they perform, and how confident they appear. Approximately 250, 000 children participate in pageants each year. Mothers who have their children in beauty pageants say that their children gain confidence through performing. They also say that they are more prepared for life and will be more socially comfortable. They argue that their children mature at a younger age than "normal" children do. Why would any parent want their children to grow up any faster than they already do? Beauty pageants are not the only way that a child at such a young age can gain confidence. The only confidence that a child at eighteen months needs to gain is eating on her own, standing up on her own and the confidence that her family loves her. If these children have and learn these three things, they will most likely have great self-confidence. On the other hand, take the child who loses the pageant, for example. There are visible effects that the child shows if she loses; she then thinks less of herself and thinks she has let her parents down because she did not place first (Christman). Parents also conclude that children who participate in beauty pageants may receive scholarships (Gleick). Beauty pageant scholarships are not the only scholarships available.

Assesing the Curriculum for Special Education Essay

School can be particularly challenging for children with special needs, including those with attention-deficit hyperactivity disorder or ADHD, who often experience poor academic performance, behavior problems, and difficulties with social interaction. The situation can be further complicated by the fact that there is no typical, predictable classroom style common to all children with special needs, for that matter. It can also be hard for parents to tell how much of any problem identified by a teacher falls into the normal range of a child development, for example how much is due to ADHD, and how much is due to coexisting problem such as learning disability, anxiety disorder, or disruptive behavior and others. Add to this fact that the public school system here in the Philippines may not have Individualized Education Program (IEP) that will meet the needs of these special children. In this study, the researcher will use different basic methods of assessing special education curriculum how it may be integrated into the mainstream or general education particularly in the Philippine public school system, without compromising quality of education. Objectives of the Study The objectives of this research proposal are a) to assess the basic curriculum of special education; b) to identify the positive and negative effect of the integration of such curriculum with the general education in the mainstream classroom and c) to identify effective classroom and teaching styles of special education. Statement of the Problem So many parents who have a child with special needs, particularly ADHD, have a dilemma when it comes to placing their children in public school system in the Philippines, since they are not included in the public school curriculum. And most public school teachers, if not some, may not be fully aware of the special needs of a child with ADHD and for that matter, does not have special skills in dealing with such students. Only special schools or some private schools deal with special children or include special education in their general education curriculum. On November 2005, my six-year old daughter was diagnosed with attention-deficit hyperactivity disorder (ADHD). Since she was moving up to first grade, sending her to a public school was practical and a good choice, yet doubtful that the public school system has educational intervention for children with special needs like her, within the mainstream classroom setting. Her developmental pediatrician suggested for a behavioral therapy and tutorial through a SPED School, for that matter but it was important for my child to interact with children her age in a normal classroom setting, so the plan did not push through. . Scope and Limitation The Department of Education often stresses the need for a good public education which is free and accessible to every child in the country, including children with special needs, particularly those with Attention-deficit hyperactivity disorder (ADHD) who came from all levels of society. It is therefore important to assess and evaluate special education curriculum to see if it can be integrated in the mainstream classroom. The special education evaluation process requires the school district to assess the student in all areas related to the suspected disability as well as conducting a comprehensive educational assessment for integration to happen in a normal classroom. Most educators believe that children with disabilities and nondisabled children should be taught together whenever possible. Isolating children with disabilities may lower their self-esteem and may reduce their ability to deal with other people. The practice of integrating children with disabilities into regular school programs is called mainstreaming, or inclusion. Students with disabilities attend special classrooms or schools only if their need for very specialized services makes mainstreaming impossible. Many children with disabilities attend regular classes most of the school day: They work with a specially trained teacher for part of each day to improve specific skills. These sessions may be held in a classroom  called a resource room, which may be equipped with such materials as Braille typewriters and relief maps for blind students. Other students with disabilities attend special classes most of the day but join the rest of the children for certain activities. For example, students with mental retardation (MR) may join other children who do not have MR for art and physical education. Although the place where instruction occurs (the setting) is seen as important in the field of special education, the types of curricular modifications and interventions may be a more important area to focus on in the future. Hypothesis This research is important in giving helpful ideas in relation to a child with special needs, especially with ADHD, and the effect of learnings he will get, especially in the public school setting, which gives free education to all. This research will help foster a child’s academic and social success in school through a good curriculum designed specifically for his needs, by assessing general education curriculum through the Curriculum-based evaluation and other related tools for assessment and evaluation. This research will deal on the questions: 1. What type of school-related challenges children face most often? 2. How effective is the special education curriculum to children with special needs and what areas need improvement? 3. Which classroom structures, teachings styles and accommodations can best support the child’s learning? 4. How can the integration affect the mainstream classroom? CHAPTER II Related Literature Blankenship, C. S. , (1985). Using curriculum-based assessment data to make instructional decisions. Exceptional Children, 52, 233-238. This article is part of a special issue of Exceptional Children devoted to Curriculum-Based Assessment. Blankenship describes the essential features of CBA and provides suggestions for development. She places a special emphasis on describing how teachers can use CBA for curriculum placement, materials, and instructional procedures. CBA and CBM Compare and Contrast www. teacherstoolkit. com/classroom1. htm CBA and CBM are compared and contrasted on this Web site. This is a good site for educators who are new to Curriculum-Based Evaluation as basic differences between CBA and CBM are described. A few articles and books are referenced. CBA Techniques www. johnvenn. com/assessment. htm The author of this site, John Venn, is a professor of education at the University of North Florida and is a good resource for teachers who are interested in implementing CBA in their classrooms. Venn lists in-class assessment and alternative grading strategies. He stresses how CBA techniques are quick, easy and that any teacher can use them. Deno, S. L. , (1985). Curriculum-based measurement: the emerging alternative. Exceptional Children, 52(3), 219-232. Deno introduces CBM as an alternative assessment approach that is both valid and reliable. He discusses the advantages and disadvantages of informal observation and also standardized commercial achievement tests. Dizon, Edilberto I. , Ed. D. An Article: Educational Intervention for Children with Attention-Deficit Hyperactivity Disorder. UP College of Education, 1998. This article discusses the priorities and guidelines in teaching children with ADHD. The author discussed how to assess the classroom that would enable teachers to decide on appropriate placement and design a customized educational program for the child, even at a mainstream classroom. He also talked about structure within in the classroom, its organization of chairs and tables and seating arrangements and the workspace for the child. It is also important to assess the curriculum and its contents. To make sure that there is provision of task-analyzing for the different skills of the child, to adopt anticipatory teaching and guidance which emphasize foresight and preventive intervention. Supervisors should be able to assess if teachers are able to focus on processes as much as outcome in their teaching and are able implement good behavioral management inside the classroom. Hall, T. , & Mengel, M. (2002). Curriculum-based evaluations. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [3/22/2008] from http://www. cast. org/publications/ncac/ncac_curriculumbe. html This publication includes discussions on academic assessment, which is a long-standing tradition in education. Assessment usually involves measurement of student progress for the purpose of informing. One level of informing is identification or eligibility decision-making, a second level is that of informing instruction. Traditional assessment instruments have limitations which restrict their application for instructional program planning. It also introduces alternative assessment procedures appearing in educational literature in the last 20 years are Curriculum-Based Evaluations (CBE). Whereas standardized commercial achievement tests measure broad curriculum areas and/or skills, CBE measures specific skills that are presently being taught in the classroom, usually in basic skills. It further states that assessment usually involves measurement of student progress for the purpose of informing. The author reviewed the beginning of CBE, wherein many of its systems had their beginnings in the special education domain. In some cases, research began specifically in the self-contained special education classroom. In others, the roots of the measurement system sprang from the desire to most appropriately integrate students with disabilities into the general education classroom. The tools described here under the name of Curriculum-Based Evaluations all had important roles and made contributions in research and practice in the general education class. Peters, Helen. An Article: Understanding and Educating Children with ADHD. Winston Churchill Fellow. 1998 This article was written as an overview in educating children with ADHD. The author describes children with ADHD and how to identify these children at the early years. She discussed about the rules in assessing ADHD. In classroom assessment, the author came up with four important questions in order for a teacher to have an effective classroom management. Understanding the different learning styles for special children was also discussed in this article. A series of questions were asked when thinking how to support the learning needs of the ADHD child was also included in this paper. The author also mentioned the school’s response to academic failure and the importance of visual display of lessons. Reiff, Michael I. , & Tippins, Sherill, (2004). The American Academy of Pediatrics: ADHD: A Complete and Authoritative Guide. Your Child at School, 155-193. American Academy of Pediatrics. This book will help readers apply the most current evidence-based and best-practice approaches for finding solutions for children with attention-deficit/hyperactivity disorder (ADHD). Many important topics are addressed in this book including the advice on management techniques for school and home. In the chapter Your Child at School, readers will learn the type of school-related challenges children with ADHD face most often, the classroom structures, school policies, teaching styles and accommodations that can be beneficial for child with ADHD learns and how to individualized education program can work with a child, his teachers and even his pediatrician. CHAPTER III Methodology and Procedure 1. Conduct a literature review on special education curriculum and the public education system in the Philippines. 2. Observe a special education class for 1 hour everyday, for one week, focusing mostly on the curriculum, classroom and behavioral management and teacher’s skills, using the CBE Curriculum-Based Evaluations are best defined by Deno (1987) as â€Å"any set of measurement procedures that use direct observation and recording of a student’s performance in a local curriculum as a basis for gathering information to make instructional decisions† (in Shinn, 1989; p. 62): †¢ 3. Interview a public school superintendent/principal and teachers to attempt to gather reactions on the integration of special education curriculum into the general education system. The following questions will be: †¢ a. What is the general curriculum in the regular classroom? †¢ b. What are the aids, services or changes to the educational program that would help the child learn and achieve? †¢ c. What do you think are your strategies to help the child with behavior, if behavior is an issue? †¢ d. How can your student with special needs be involved and progress in the general curriculum? †¢ e. How can your student participate in extracurricular and other activities? and †¢ f. How can he/she be educated with other children, both with and without disabilities? 4. Interview a special education supervisor and teachers to attempt to gather reactions on the integration of special education curriculum into the general education system. While the interviews will not be formal or structured, the kinds of questions I will ask include the following: a. What type of school-related challenges children face most often? b. How effective is the special education curriculum to children with special needs and what areas need improvement? c. Which classroom structures, teachings styles and accommodations can best support the child’s learning? d. How can the integration affect the mainstream classroom? 5. Write a research report that combines my understanding of the special education issue and previous research with the results of my empirical research. [pic][pic][pic][pic][pic][pic][pic][pic][pic]

Speaker Observation Paper

On Monday April 18th the Dublin Library, in celebration of Earth Day, hosted environmental educator, activist, and author Dr. Linda Riebel. In her presentation she introduced the new edition of her book; The Earth Friendly Food Chain under the new title; The Green Foodprint. Her topic was on food choices for healthy people and a healthy planet. The purpose of her speech was to show how anyone-of any lifestyle-can become an earth friendly eater. The presentation was held in a small room in the Library and the audience turnout was surprisingly minimal. There were a total of four adults that attended. Despite the partially empty room, the speaker was able captivate the audience instantly by opening with a personal experience story about how a Safari trip to Africa ultimately changed her life and as a result she became vegetarian. Dr. Riebel began her speech by proclaiming, with enthusiasm, that the â€Å"Food Movement† has started. In the introduction of her speech she reveals her credibility on the subject. Dr. Linda Riebel is not only a vegetarian, but she also is a Psychologist, Eating Disorder Specialist, and Author of the acclaimed book, Eating to Save the Earth: Food Choices for a Healing Planet. She emphasizes that her speech would not dwell on the bad and negative but rather, focus on the solutions. The solution, she previewed, is already in movement; organic food, local food, meatless options and family farms. At her conclusion she reaffirms that what’s good for the planet and it’s creatures is also good for humans. She concludes by reiterating the good and positive, in that people are moving in the right direction. To further her message, she left the audience with information on where to find local farms, stores, restaurants, and more, for healthy sustainable foods. She pointed out the benefit of having a diverse system of agriculture that takes advantage of our local area's resources, tradition, and taste. Also, she was proud to announce that the City of Dublin is launching a new seasonal farmers' market beginning May 12. In addition to having the freshest in California-grown produce, she states, it will have different â€Å"theme weeks† every month to showcase a variety of the local talent and attractions. In her speech, Dr. Riebel, pointed out that; just as we have a carbon footprint, we also have a â€Å"foodprint â€Å"as well. Our â€Å"foodprint†, she explained, is the way in which our food system's contribute to greenhouse gas emissions and global climate change through the production, processing, packaging, shipping, storage and disposal of food. First she explains some of the environmental problems we are facing right now. This included some information on how we are depleting our water. A vast underground reserve called the Ogallala Aquifer supports over one-fifth of the irrigated cropland in the United States and in the last forty years, farmers have pumped massive amounts of water from the aquifer. While the need for water continues to grow, the amount available decreases rapidly. In some areas, farmers are consuming the groundwater at more than twice the rate of natural recharge. She also talks about the agricultural use of some rainforest land and how this habitat destruction affects wildlife today. Many commercial agricultural projects are still carried out on rainforest lands, although many of these revert to cattle pasture after soils are depleted. She also made it a point to discuss pesticides. She began this topic with an interesting history of the original use of pesticides. Their mass introduction into farming 70 years ago, along with petrochemically-derived fertilizers, set U. S. farming down a costly and unsustainable path. Along the way, community-scale farming was nearly destroyed, generations have suffered ill health ranging from cancer to autism and Parkinson’s, biodiversity has taken big hits, and the six mega-corporations who dominate the pesticide industry have gotten very rich and very powerful. She speaks of hope in that an organization called PAN( Pesticide Action Network) promotes the elimination of highly hazardous pesticides and offers solutions that protect people and the environment. PAN works to loosen the pesticide industry’s control over global agriculture by holding accountable governmental bodies that are charged with regulating pesticides. Dr. Riebel used a PowerPoint as her presentational aid. The PowerPoint presentation had appropriate graphics, appropriate font for ease of reading, appropriate layout of graphics and graphics were in good taste. The slides were very informative and did not take away from the overall presentation. She included pictures and quotes that got my attention. She also used her new book The Green Foodprint to refer to many of her points. This made me want to buy her book to learn more. She did a good job of relating the topic to current issues of today. The fact that she gave her speech in honor of Earth Day showed how she was trying to adapt her speech to this occasion. She was able to present her message with facts and information in a language that was easily understandable for the audience. She explained unfamiliar terms and concepts and was able to relate her message to the audience by enticing questions and answers from them. Her speech was enlightening and somewhat of a shock, considering some of the surprising facts she stated. The audience responded with awareness and interest. The speaker did a great job with her delivery. She had confidence and poise. She used specific topics that had relevant value, she maintained accuracy in her statements, and she provided additional clarifying material. Her poise was shown by her controlled voice. The volume in her voice was loud enough to be comfortably heard. Her use of power, pace and pitch was appropriate for the emotion or thought she was trying to express. For example, when she was trying to entice empathy from the audience when discussing the inhumane treatment of animals, she spoke slowly, and with compassion. She expressed a more enthusiastic delivery, specifically when she talked about the solutions such as shopping local and going organic. Her use of enthusiasm was appropriate to motivate and persuade the audience to make a change. She was able to stress important words such as â€Å"Foodprint† and â€Å"Organic† when presenting principal ideas. She maintained a technique of proper pausing to punctuate, to change thought or for emphasis. Her personal appearance showed proper attire and grooming. She had proper posture by standing straight and not fidgeting her hands. She did not show inappropriate facial expressions and was able to maintain eye contact with audience by directly addressing them. She exerted a warmth feeling, manifested in her facial expression and tone of voice. She had a conversational delivery which she utilized conversational expressions. She used her body to make descriptive gestures and emphatic gestures. This delivery was very effective because the audience was included. She successfully came across as well informed and educated on the topic. The urgency in her voice enticed the idea of change, especially in relation to the concept of Earth Day, and all the people in support of maintaining a healthy planet while eating healthy. Overall, I enjoyed this speech greatly. The speaker was very organized and confident in what she was saying. The urgency in her tone made me want to be part in the movement to creating a healthier planet and food. The delivery was very effective and it gave me a greater awareness about the food I eat and where it comes from and what’s in it. As she first stated in the beginning of the speech, that she would focus on the positive , she was successful in creating awareness of the solutions all around us.