Special Educational Needs Essay Example for Free

Special Educational Needs Essay In this essay will discuss the term Special Educational Needs, understanding of segregation, integration and inclusion, the importance of Warnock Report, development in policy since 1981,and the Medical and Social modules. The term Special Educational Needs in child development has a meaning of children who needs extra support. Early in 1700s in Britain term Special Educational Needs did not exist and it did not need to exist as children with Special Educational Needs were looked from their families or church. After the radical change as result of Industrial Revolution in Britain by mid 1800s special institution were created for every human ill. Education on children with Special Educational Needs began through individuals and charities; the first school to be opened was for children with visual impairments in Edinburgh 1976 by Thomas Braidwood he was followed by the school for blind in Liverpool opened by Henry Dannett, this schools however were nothing what we have now but still they made a difference for children in needs as they had very little contact with outside the world. In 1870 Foster Act – Education for all allowed all the children with Special Educational Needs to enter the main stream schools and their difficulties were recognised. Many of these children were experiencing difficulties in making progress and as a result of the elementary classes contain large number of pupils, and they were taught by teachers with no specific special educational trainings. They came to the point that children with SEN were unfit to include in the main stream schools. According to ‘Gibson and Blandford (2005) significantly the report’s recommendations included the integration of pupils with SEN into mainstream education. However, the level of integration indicated in the report was limited form of education provision for pupils with SEN; limited in those pupils although physically located in a mainstream setting, would have to adapt in order to fit the location and culture of established forms of teaching and learning’. In 1893 James Kerr was a medical officer for the Bradford School Board; his role was to assess children’s mental process and identify children that are not suitable for ordinary schools. Special Educational Needs incurred a high cost than ordinary provision. So most of the children were isolated in ordinary schools or received no schooling. Children with visual impairments from the age of five in 1889 should be provided with education and for children with hearing impairments should be taught by specialist teacher and those teachers should get paid more than mainstream teachers. Also in 1889 the commission recommended that each school should have a medical officer. In 1994 Education Act said that every child should receive education within primary, secondary and further education based on pupils age and all the local education authorities should meet the needs of handicapped children. In 1945 service regulations established 11 categories for handicap children. Inclusion is education that means approaching to educate children with Special Educational Needs, under the Inclusion module children with Special Educational Needs have to spend their time with non-disabled children. Inclusion rejects the rights to put a child in need to a special school, inclusion is about mixing all the children together the one in need and the ones that they are not in need, to have the right to be educated in the same way and to meet everybody’s needs and abilities. Integration in Special Educational Needs means the rights of the children, and supporting those children by following the law, Education Act. While the Segregation has a meaning of separating children from each other, the ones that have a disability should be placed to special school and the ones that are in the term ‘normal’ should go to the mainstream schools, also segregation means the discriminations of children from the race, religion and types of disabilities. According to Education and Skills Under the 1944 Education Act, children with special educational needs were categorised by their disabilities defined in medical terms. Many children were considered to be uneducable pupils were labelled into categories such as maladjusted or educationally sub-normal and given special educational treatment in separate schools. According to the article wrote for the inclusion week has said: The 1981 Education Act This law brought in the first duty on LEAs to educate disabled children in mainstream schools, taking account of parents wishes and establishing three conditions that were to be met before it could happen. These conditions were: the disabled child can be educated in the ordinary school, other childrens education will not be adversely affected, and there is an efficient use of resources. By late 1960s and into early 1970s parents, disability groups began to subject the policy of segregated special schools; they argued that continued segregation could no longer be justified. Demands were increasingly made, not only from community but from those adults who experienced segregation provision. The Warnock report in arly 1970s said that educational professionals and parents had begun to put pressure to government to investigate the standards of national provision for children with needs, in 1973 Margaret Thatcher established a committee under the Warnock that educational provision should be reviewed in England, Scotland and Wales for children and young people with handicapped disability. The work was completed on 1978 and as it is final report 225 recommendations on the policy and organisation for children with additional needs. The Warnock report criticised the orthodoxy and segregation and argued that children should not be categorised and therefore children should have their own Special Educational Needs deficit and their needs should meet within mainstream schools. The report also shows that 20 per cent of children could experience a learning difficulty at some time. Finally in 1981 Education Act translated many of recommendation of the Warnock report and they were put into legislation. The term Special Educational Needs had a legal status and the term handicapped that was used since 1945 has finally ended. Furthermore the Act clearly articulated how children with Special Education Needs should be assessed and how the statement of SEN should be formulated. Finally children assessed with Special Educational Needs were possible to be educated alongside with their peers within the mainstream schools. Even after putting the law into consideration for children with Special Educational Needs to attend mainstream schools most of the settings had lack of money to implement the Act and they remained the existing system of segregation to the special school provision. In 1983 to 1991 the proportion of children being educated dropped by 12. 5 per cent and in some local education authorities the number of children that they were attending segregation provision was increased. The whole idea of the term Special Educational Needs was that children and young people to be educated, to attend mainstream school and to participate in activities same as normal children, but this outcomes did not follow, an national survey in United States has found that disabled people were less educated, also less likely to be employed, people with disability are marked as different. In 1997 the term Special Educational Needs has been replaced with Special Needs Education, this change in terminology distinguish the provision of Special Educational Needs. The idea of bringing to place the term Special Educational Needs was to categorise the disability of children and to include all of those who are in need to additional support. Under the 1994 Education Act children with Special Educational Needs were labelled by their disability, many of those children had no contact with the outside world and received no education whatsoever. The Warnock report 1978 followed by the Education Act 1981 changed the name of handicapped children to Special Educational Needs children and integrative which later was stated as inclusive which meant all the children to receive education, not depending on their needs or abilities. According to the web site, Douglas Silas Solicitors has been said: The Education Act 1944 originally established that childrens education should be based on their age, aptitude and ability. Eleven categories of handicap were described which included for example, educationally subnormal and delicate as well as blind. At that time, the general philosophy was that the child should fit the school rather than the school fit the child. 1974 saw the establishment of the Warnock Committee, leading to the publication of the Warnock Report 1978, which was named after Mary Warnock, the chair of the inquiry whose remit was to look at the needs of children with SEN. The Warnock Committees conclusions were that 20% of children in the school population could have SEN but 2% might need support over and above what a mainstream school could provide for. The Warnock Report recommended that there should be specialist provision for children with SEN which could protect the 2% and ensure that they received appropriate provision. The Warnock report was introduced under the Education Act 1981 but had no additional funding for the new process of getting the teachers trained. The Warnock report remained till 1990 but during this time many children were declined to receive special schools. The Green paper on 1997 was introduced to government to support children with Special Educational Needs also the UN statement. Government had looked again to the Special Educational Needs framework also SENDA 2001 and 2004 Special Educational Needs of the strategy for removing the barrier, Government had invest more money for Special Educational children from 2. 8 billion to 4. 1 billion in the last four years. The Warnock reports seem to be struggling to remain fit for the purpose of Special Educational Needs, there is a failure in the system to cope with raising the number of children with autism, emotional and social development. In 2005 Warnock had called the Government as emergency for reviewing the situation of Special Educational Needs particularly the concept of inclusive, while the Government had said that the policies do not need to be review they actually need to be changed from the ground. Ofsted and audit commissions known the issues of the reports therefor had said that Special Educational Need does not need to be reviewed. It has been four years already and Government has no answer for reviewing the policies and when prime minister has been interviewed he had said that there is a room for the policies to be improved and they are keeping Special Educational Needs under the review. Government still had not reviewed anything on Special Educational Needs policies but it has been said that they are looking into it in private. The review took place in 2010 from Government and it has been 30 years after actually took place. It has been said that Governments new policy has been softened on inclusion for sending the children with Special Educational Needs to the mainstream schools and for closing the special schools. Government vision for education of children with Special Educational Needs it provides clear national leadership. Early invention to make sure that each child who has learning difficulty to receive the need and help as soon as possible, also the parents of children with Special Education Needs to have access to childcare. Removing barriers of learning in every setting and making sure that inclusive practise is taking place in every school. Also by raising expectation and achievement by making sure that teacher are receiving the appropriate training for Special Educational Needs. Delivering improvements so then parents has a clear understanding of what to do for their children and where to get help for their children with Special Educational Needs. Overall in this essay I had a chance of understanding of the policies since 1981 also the Warnock report in more details, the integration, inclusion and segregation, Children with Special Educational Needs now are able to receive the same education as other children and are attending the mainstream schools. The meaning of term Special Educational Needs that in my point at the beginning of this course was completely different now I have an understanding that I think most of what I know I would not be able to put in words.

Black Rain Essay -- Japan WWI Hiroshima Bombing Atomic Essays

Black Rain   Ã‚  Ã‚  Ã‚  Ã‚  The novel, Black Rain, is a first hand recall of the events of a man’s life during the bombing of Hiroshima. The main character, Shigematsu Shizuma, is concerned that his niece, Yasuko, will be unable to marry because prospective husbands are scared off due to the fact that she was near the bombing and that her or her children will suffer the effects of this radiation sickness that had already affected so many. In his quest to find a husband for his niece he decides to rewrite his journal of the bombing of Hiroshima. It is his copying of this journal that takes the reader though the treacherous events of the bombing and the effects on his and others’ lives. Mr. Shizuma writes of every detail of the bombing. He describes the bombs blinding white light and the mushroom cloud that followed and he also describes the people. He tells of the strange burns on people’s bodies. He tells of family’s journey back into the city of Hiroshima to try to find lost loved ones. And he tells of the survivors’ struggles as well, from the radiation sickness to the small rations of rice and beans distributed to the people. He also seems very inquisitive about what kind of bomb fell on the city. The journal ends with the surrender of Japan and the book ends with his niece becoming very ill with the radiation sickness.   Ã‚  Ã‚  Ã‚  Ã‚  This novel is like many other Japanese stories in that it is not a very happy book. There is no happy ending and the novel is filled with many gruesome de...

Theory of Organizational Culture

It should have made clear and obvious that sustained profitability and high financial turns are not enough to survive and remain successful in today's highly competitive markets because there Is considerable evidence of conflicts and misunderstandings caused by cultural differences. Therefore It Is sensual that firms need to understand their own and other firms' organizational culture and need to adjust their ways and traditions while conducting business with other firms, organizations or individuals with different cultural values. 1. Generally, in lay man terms, culture in an organization can be answered as simple as the way we do things here'. This defines the consistent way in which the tasks were reformed, conflicts were resolved and how customers and employees were treated. In a more articulate manner, an organizational culture can be defined as a core values that defined that particular organization itself. It comprised of its member shared values, behaviors, beliefs and teamwo rk that guide and determine the organization decisions and actions and how it behaves in the local as well international market. 1. 3 Why Does it Matter?In the context of whether it matters or not, an organizational culture is something that cannot be easily capture or define but at the same time it is not something that NY of the organization should take for granted. Many anthropologists and coaches had noticed that ineffective leadership tends to be the major factors of an organization diminishing and weakening (Alveolus, 2002). Rolling back to the Ancient Rome era, the great empire had endured a series of terrible emperors. Due to the culture and structure of the empire was great enough; the tide was often overcome even after decades long.However, one cannot be in denial that without a strong top leadership eventually would be the cause of the fall of even the great empire. 1. 4 Understanding the Organization Culture There is proverb that goes â€Å"When in Rome, do as the Roman s do†. The essence of this is that blending oneself into the foreign environment. Every organization is unique in nature; which is to say the culture of an organization may vary from one another despite having the same nature of business or having the same geographical locality.Even in cases where top managers have strong awareness of the significant of culture, there is often the case that lack of understanding on how the people and organization function in terms of culture. It is normally difficult to attain high level of cultural awareness to decide actions. Understanding organizational culture is essential as a way of understanding the organizational life in all forms and variations (Rachel Parker). Section 2: The Types of Organizational Culture 2. Types Organizational Culture There are few quadrants to be relating to where most of the organizations will fall organization feels comfortable to operate in. However it should be noted that none of the quadrants is inherently b etter than one another Just as there is no culture is necessarily better than another (Tarp). 2. 1. 1 Control (Hierarchy) This culture focused on stability and control in the organization. It strongly emphasized on standardization, integration as well as the decision making mechanism.This means there is layers of management for the decision to go through before the final decision is made. One of the giant companies that practices this pattern of organization culture is Ford Motor Company; they have seventeen levels of management. Government agencies are also well to be associated with this type of culture. 2. 1. 2 Compete (Market) This type of culture focusing on external orientation rather than internal and they emphasized on differentiation greatly than anything else. This culture concentrates n competitiveness and productivity through emphasis on partnership. 2. 1. Collaborate (Clan) Collaborate approach emphasize more on flexibility and discretion over stability and control. The total opposite of individualism, this culture give due credits to team work. Take for example; the Japanese firms have strong Collaborate culture among themselves. They appreciate cohesion, loyalty, and group commitment, and therefore they operated more like families than a team. 2. 1. 4 Create (Autocracy) In this value matrix, they value flexibility and discretion however not to the extent of sharing the inward focus. Instead this culture focused on flexibility and adaptability.This is essential in thriving in the world that many would view as impossible. Google is a good example of a prototypical autocracy organization. Their ability to capture market share has made them leaders in the marketplace and eliminating competition among the industry players. Section 3: The Patterns of Organizational Culture 3. 1 The Cultural Patterns in Construction Industry Due to the rapid internationalization of the construction industry, there is a growing of interest in developing a deep understan ding in the organizational culture and how t can be implemented in this competitive market.It appears that one of the reasons for why the organizational culture gained importance is because more construction companies are conducting business in international markets. (Low, 2001) In addition to the emphasis put on the internationalization of the construction business, the adversarial relations between different stakeholders is considered to be the sensitivity of different project participants to cultural differences which have a culture is claimed to be an effective way to respond to the environment; thus achieving a superior performance.Considering the hyper-turbulent environment and fragmented nature of the construction industry; understanding and managing organizational culture is of particular importance in enhancing organizational performance (Ankara, 2005). 3. 2 The Organization Culture in Malaysian Construction In Malaysian construction industry, Malaysian contractors shared t he same views that the project culture plays enormous impact on the construction project control dimensions such as time, cost, quality and loyalty.In Malaysian construction industry, there are few types of culture that are being practiced by many of the construction rims. These cultures are presented in the below table: Types of Culture Tiger Culture Monkey Culture Rabbits Culture Elephant Culture Dragon Culture Definitions Competitive and Achievement Orientated Teamwork and loyalty Flexibility and creative Strong hierarchies and order Combines the disparate and beneficent attributes of lesser beings into one of extraordinary capability and power Table 1 : Types of Cultural Practices in Malaysia Based on the current research paper produced by C.Wang and H. Abdul Raman (Raman, 2010), the findings below has shown that the â€Å"Monkey Culture† is insider as the most applicable type for the organizational culture in Malaysia. Figure 1: Applicable cultural practices Through the questionnaire survey forms collected from this research, Malaysian contractors have ranked that teamwork and loyalty as highly important in an organization culture. Therefore this has puts â€Å"Monkey Culture† above the rest of the other cultures.In contrast with the US firms which very often considered as individualistic, the Malaysian contractors are very similar to the Japanese culture in the sense of the Japanese has always been a collectivist culture and communities hat put group's welfare over any own individual welfare. The Japanese companies have successfully created an environment and culture where the sense of family has greatly prevails among the employees. Take for example, Toyota, one of the Japanese cars manufacturers, has provided a day-care center for young mothers who wish to work.While the Malaysian contractors have not gone to the extent of creating the family culture in their practice, they have emphasize strongly on good teamwork and coordination between the management and the employees. Figure 2 below shows the analysis extracted from the Hypotheses dimension on Malaysia's organizational Figure 2: Hypotheses Dimension: Malaysia dimension namely Power Distance Index (PDP), Individualism (DVD), Masculinity (MASS) and Uncertainty Avoidance Index (AJAX).The fifth dimension which is not included in this analysis is found later after the implementation of the four dimensions. The fifth dimension is the Long-term Orientation (L TO). As shown in Figure 2, individualism (DVD) has ranked the lowest among the rest dimensions. This shows that Malaysian do not prefer to work alone. Malaysian in fact are very social community and they also practice collectivist culture like the Japanese do. This applies in the case of the construction industry. All members work in a team and like a team.The Project Manager needs his subordinates to cooperate with him in order to get the project running and this applies to the subordinates as well. Like the prov erb goes â€Å"No man is an island†. Therefore, Malaysian construction industry sees this as an important elemental culture that should not be ignored. During the tenure of Tuna Dry Mathis Mohammad as the Malaysia's fourth premier way back in the asses, Dry Mathis has ladled for the citizens of Malaysia to practice the â€Å"Look East Policy'.He considered that the secret of Japanese success and its remarkable development lies in its labor ethics, morale, and management capability. For this purpose, Malaysia decided to dispatch their students to Japan, to study not only academics and technical know- how but also to learn labor ethics and discipline of the Japanese people. One good example of the Japanese culture that should be implemented in the Malaysian construction industry would be the Japanese strong sense of family.

Short Story - 962 Words

Lukas woke up and stretched, rubbing his eyes sleepily. He groaned as he leaned back and popped back. He felt like he was forgetting something, but he quickly brushed it off, seeing as â€Å"if you forget it, it’s probably not very important,† according a certain idiotic Dane. Speaking of him, normally Lukas’s sleep would be interrupted far before-Lukas checked the time- nine o’clock! Maybe Matthias had decided on having mercy on the house’s occupants today? Then, Lukas heard a loud crash from downstairs and sighed. Not today†¦ Lukas stumbled downstairs, still wearing his dragon onesie. He rubbed his eyes once again and ran his hand through his light-colored hair. Seeing everyone staring at him as he descended, he quickly looked behind him to†¦show more content†¦Please?† The small boy then looked down and played with his hands before turning to Tino. â€Å"Please?† he asked, eyes shining with fake tears and hope. Lukas sc offed at Tino’s squeals of how cute Peter was before turning to the couch and plopping down. He rolled his dull indigo eyes before supporting his head with one pale hand. He began spacing out as Tino, Berwald, Matthias, and Peter started grabbing presents and snapping pictures, laughing all the while. Before he knew it, Lukas had fallen into a dream. Lukas stood and rubbed his eyes. He wasn’t in the living room with the rest of his family anymore, but he seemed to be in a desolate place with no sound or light. Lukas cupped his hands around his mouth and slightly raised his voice. â€Å"Hello?† His emotionless exterior faded as he realized he was truly alone. Was this a prank from that stupid Dane? Lukas didn’t remember doing anything that would remotely annoy Matthias, other than- oh. He had â€Å"insulted† one of Matthias’s favorite holidays. Was this a punishment? Lukas called out again, raising his voice even louder. â€Å"Hello? Matthia s, if this is about the Christmas thing, I will choke you!† He was answered with nothing but echoes, none of the Dane’s signature giggles. Lukas sat down then, wrapping his arms around his legs. Then, he looked down to find himself still in his dragon pyjamas. He sighed and buried his head into his knees. Apparently, he had gotten himself into a big mess of things. Lukas looked up to findShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. 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And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. 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The Lunar New Year Festival - 891 Words

Every year, people gather around to attend a traditional event that takes place only once a year and over the weekend. The Lunar New Year festival took place early February of 2016 and was open to the public in the fairgrounds in Costa Mesa. I was chosen as a volunteer as a cultural participant in the event and decided it was perfect opportunity to observe social behavior, since thousands of people gathered there. Being that I am Vietnamese and the festival was hosted by UVSA, an organization of Vietnamese students, I could assume that visitors would come up to me and possibly stereotype that I knew everything about my culture, given the fact that I also had to dress up in traditional costumes while volunteering. However, since it was a traditional cultural event, dressing outside the social norm inside the festival was considered normal. This meant that even though I would dress differently from others, mindlessness was less likely to occur since others would be dressed up as well. 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Nucor Strategic Issue - 6519 Words

copyright - University of Dayton students - angie, nancy, lisette, kim, bob Contents 1. Identification of a Significant Strategic Issue 3 2. Analysis 4 2.1 General/ External environment 4 2.2 Industry environment 6 2.3 Segment analysis/ Strategic groups 8 2.4 Competitive dynamics 8 2.5 Business level strategy 9 2.6 Value 10 2.7 Internal environment 11 2.8 Value chain and value proposition 15 2.9 Corporate level strategy 16 2.10 Mechanisms 17 3. Identification and Evaluation of Alternate Courses of Action for Resolution 18 4. Recommendations and Justifications for Alternative Courses of Action 18 5. Plan for Implementation 18 1. Identification of a Significant Strategic Issue (Nucor distinguishes itself from the rest†¦show more content†¦Demographic Nucor attempted to market themselves as a firm that people would want to work for. â€Å"Every child of every Nucor employee received up to $1,200 a year for four years if they chose to go on to higher education, including technical schools.†(Barnes, 297) By offering these types of benefits to the families, Nucor was able to market itself as a firm that cares not solely about profits, but also about the employees. Nucor attempted to expand into areas where production costs could be cheaper, and in doing so, often times worked to stimulate the local economies. At the time when Nucor opened its plant, in the Chowan River area, â€Å"poverty rates run more than twice the State average†¦the [Nucor] plant on the banks of the Chowan River saw employees earning up to three times the average manufacturing wage.†(Barnes, 298) By moving into environments such as this, It certainly helps in providing more employment opportunities. Additionally, it also attracts competition to the same area benefitting the local people with more employment opportunities and higher pay. Economic On the economic front, when Nucor entered the market in 1949, the market was expanding, and it continued on an upward trend till 1999. During this 50 year time period, Nucor was able to drastically expand their productionShow MoreRelatedNucor Case Study Essay1320 Words   |  6 PagesNUCOR (25 Points) 1. List and elaborate some strategic issues facing NUCOR? Nucor has been facing many industry challenges including the overall development of the industry. They are competing with foreign firms on cost and efficiency. Nucor has a low cost strategy because as they say their product is not necessarily very attractive. It does not have attractive or unique selling features other than its cost. The commodity of steel is in a very competitive market. Nucor understands that innovationRead MoreTechnology And Innovation : A Competitive Advantage1748 Words   |  7 Pagesscrap steel substitutes - Non-stop innovations that allow Nucor to hold its technological edge in the competition. The firm is always improving its business cycle through the use of continuing innovation as well as it was the industry leader when it comes to innovation. - The emphasis on cost control: To be a competitive advantage the market with little product differentiation. Therefore, the price is the major competitive factor. One of Nucor s core competencies is that its expertise in remainingRead MoreNucors Strategy in the Steel Industry1693 Words   |  7 PagesThe Steel Industry BUS 599 Strategic Management 1. Discuss the trends in the steel industry and how it may impact Nucor’s strategy According to Economy Watch, it has been stated, â€Å"that from the period starting from 1910 till the year 1960, the first position in terms of producing the largest amount of steel in the whole world was captured by United States Of America. During this period it was observed that almost half of the total steel production around the globe was produced by USARead MoreThe Competitive Strategy Of Nucor1282 Words   |  6 PagesNucor has created a company that is both internally and externally fit to the environment. 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In 2012, Nucor was the largest manufacturer of steel and steel products in NorthRead MoreNucor Corporation: Market Survey and SWOT Analysis1592 Words   |  6 Pages Nucor Steel Industry Overview Globally, the U. S. steel industry is one of the largest as measured both by production as well as consumption. In 2010, the U.S. was third in global crude steel production with almost 6 percent share (Market Research.com, 2011). Until 2009, Nucor operated in an industry which experienced significant output declines during recent decades. The U.S. steel industry was operating at capacity levels of less than 50 percent and had lost more than 50,000 jobs sinceRead MoreNucor Corporation Case Essays2878 Words   |  12 PagesAssignment #4: HRM Issues/Diversification Strategies: Nucor Corporation Strategic Management, Business 599 Introduction In this paper, we will present an analysis of Nucor Corporation in Case # 10 (Arthur, Strickland, John, 2010). The paper will discuss the trends in steel industry and how it may impact Nucor’s strategy. In addition, the paper will describe the organizational and management philosophy at Nucor. Furthermore, the paper will identify 3 HRM issues related to strategyRead MoreNucor Corporation Case Analysis Essay2454 Words   |  10 PagesTo: Dan DiMicco From: McKensie Booth Subject: Strategic Management Date: 11/9/2010 Nucor Corporation Memo Response: Per your request I have analyzed Nucor Corporation and the steel industry. After performing both strategic and financial analysis I offer my recommendations. Executive Summary: Nucor Corporation was the most profitable steel producer in North America in both 2005 and 2006. It is regarded as a low-cost steel producer in the United States, and one of the mostRead MoreThe Ratio And Profitability Ratio1929 Words   |  8 Pagesview the inner workings of Nucor with margin ratio.   The higher the percentage the better the performance by companies.   Nucor had an unstable performance level between 2011 to 2015.   The best year is 2015 with 4.5%.   The worst year is 2012 with .26%.   The mean percentage for cash flow margin for 2011 to 2015 is 1.6% from the growth of operating sales.   The sale by Nucor is recycled cash flow to pay dividends, suppliers, service debt, and invest new capital assets.   Nucor could have problems translatingRead MoreQuestions1478 Words   |  6 Pagesto sustainable competitive advantage. This case works well as a first case on resources and competitive advantage. It can Objectives 1. Students gain experience in applying the VRIO framework, particularly issues around imitation and sustainability. 2. 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Literacy Program For Kindergarten - Click to Get Sample Solution

Question: Describe about the Literacy Program for Kindergarten? Answer: 1. Importance of Kindergarten Early learning experience of a child has significant impact on their development. The early interactions have profound influence on the cognitive as well as physical development of a child. Hence, early learning experience is considered to be crucial for behavior as well as learning in later life. The major aim of the kindergarten learning programs are to satisfy the development needs of the children through provision of a respectful, secured and nurturing atmosphere. In order to achieve literacy and numeracy, it is very important to develop an effective literacy program for the children. To provide a best start for the children, the literacy programs of Kindergarten level offers several learning opportunities as well as encounters on the basis of assess information, personal interest, development needs, strengths and weaknesses of the child (Coolahan, Fantuzzo, Mendez McDermott, 2000). The educators, parents and community members are responsible for working together in order to off er an engaging learning experience which will help in overall development leading to a strong foundation for the future social, physical and intellectual development of a child (Bagdi Vacca, 2005). 2. Learning Outcomes The learning outcomes of a child are presented in this section categorized into six major groups. Areas Learning Outcomes Personal and Social Development It is expected that this program will help in demonstrating a sense of identity along with a positive self image. Additionally, it will help the child in recognizing the diversity elements in people and community. Development of ability for using problem solving skills in different social context along with eagerness to participate in the learning activities (Abu Taleb, 2013). Language The children will be able to effectively communicate with their surroundings and it will demonstrate awareness and understanding of the things taught in the class through verbal and written communication. Mathematics It will help the child in exhibiting an understanding of the numbers through number relationship, counting quantity etc. It will help in estimation as well as comparison of height, temperature, mass, area, capacity etc. Children must be able to identify and describe the 2D and 3D objects. They will be able to develop pattern (Lee, 2005). Science and Technology Children will be aware of environment trough observation and questioning. They will be able to exhibit clear understanding of the natural world. Additionally, children will be able to indentify as well as use of common technologies safely. Health and Physical Activity Children will be aware of health and safety practices along with the awareness of well being. Participation in several activities for utilization of small and large muscles. Arts The children will get engaged into the activities relating to dance, music, drama, visual arts etc. It will help in demonstrating the basic knowledge as well as skills which will be learnt through the art activities (Kramer, Caldarella, Christensen Shatzer, 2009). 3. Development of a Learning Community 3.1. Child as a Learner: Research studies have exhibited that effective learning among children can be facilitated through activities which has relevance with real world and found to be engaging. If the children find learning to be a pleasurable experience, they will be naturally inclined to learning. Development of children in different areas such as physical, intellectual, social, linguistic, emotional can be facilitated through development a suitable learning environment (Lin, Lawrence Gorrell, 2003). 3.2. Role of Parents: Involvement of the parents helps in better performance children in kindergarten. It has been found that parents can contribute in various ways for supporting the learning process of children. For instance, parents can encourage and exhibit their interest in the education of the child (Wildenger McIntyre, 2010). The awareness of parents will significantly help the parents in communicating with the teachers for offering relevant information as well as for asking about the progress of the child (Barnett Taylor, 2009). Assessment of the child will help the parents in identification of the key issues related to the childs learning. Hence, the parents need to play active role in the learning process of the child. 3.3. Role of Teachers: The role of teachers in the kindergarten is considered to be complicated as well as multidimensional. The teachers are responsible for implementation of a program which is efficiently planned, appropriate and linguistically and culturally responsive so that it helps in promoting positive results for the children. The teachers must be aware of the expectations of the curriculum of kindergarten for supporting the continuum of learning. In kindergarten literacy program, the teachers need to adopt reflective practice, effective observation along with appropriate assessment strategies for identification of the strengths, development needs and personal interest of each child for providing distinct instruction for each child (Ness, 2011). It is the responsibility of the children to ensure that every child must get equal opportunity for all children to deal, explore as well as experiment with various materials which are familiar or they can relate with the real life. Thus the teacher plays a major role in promoting integrated learning. Additionally, they also consult with the parents for facilitating a smooth transition of the children between their house and the environment of school. Often the teachers in kindergarten are found to be encouraging the parents for becoming engaged in the school life so that they can play a major role in the education of the children (Baker Dever, 2005). 3.4. Role of Community Partners: The teachers and the kindergarten organization must emphasize on identification of the major strengths, demands along with the distinctive characteristic of the community for optimizing the participation of the parents in the learning process of child. In case of multilingual community, an arrangement for the interpreters is very important. Through promotion of a philosophy of teamwork as well as respect, the kindergarten schools can develop positive partnerships. Parents and other family members of the child must be encouraged for participating in regular school activities and events for enhancing the effectiveness of the literacy program (Neuman Dickinson, 2001). 4. Learning Plan for Kindergarten The major purpose of the kindergarten learning plan is to assist the children in developing on the previous experiences and knowledge from the concepts which can be acquired through foundation skills from the positive attitudes in order to learn. In the learning plan, there are three major segments such as developmental considerations, learning environment and teaching approaches. 4.1. Developmental Considerations Physical Well Being: Children have enormous potential for learning and appropriate learning programs need to be supported by developmental assessments for the individual children. Physical well being of the children is one of the most important development areas. If it is observed that the children are very active the teachers must focus on providing an open space for moving feely within the classroom. They will be engaged in activities which require short time to sit. On the other hand, in case of children who have been found to develop co-ordination between hand and eye and attentive to the details, the teacher needs to develop physical capacity of the children by asking them to cut with some accuracy. Children who need food in regular interval must be taken care of and the caregivers as well as the teachers must be aware of the allergy (Neuman Dickinson, 2001). Social Knowledge and Competence: If it is found that the children have been able to make distinction between the acceptable and non-acceptable behavior, the teacher must encourage them. On the other hand, some children will be in the class who has just started to relate to others. For these children, the kindergarten educators must provide models for problem solving or can facilitate discussion for sharing social ideas. Learning and playing activities can be conducted where the participation of the entire class is required. Thus, the social knowledge and competence can be developed (Doliopoulou Rizou, 2012). Emotional maturity: The kindergarten educators must focus on providing ample opportunities for expressing the perspective as well as independent choice of the children. The teachers must recognize the strengths of individual child and their distinct characteristics along with encouraging development of independence. Thus emotional maturity of the child can be developed(Logue, 2007). Cognitive Knowledge: The educators need to develop effective plan for the earning experiences which are interactive, concrete and associated with the world of the children. Additionally, consistent and balanced routine must be developed for providing support to the learning experiences. Teachers must provide some opportunities for the children in order to connect the new learning with the previous knowledge or experience(Lemke, 2001). Communication Skill and General Awareness: planned oral activities can help in offering chances to utilize as well as develop language in various contexts and purposes. The learning stage of each child must be considered for developing the learning contexts for expanding the learning (Macintyre, 2001). 4.2. Learning Environment Space, time and resources are considered to be three principle components of the learning environment in kindergarten. It is very important to develop a learning environment appropriately so that the learning outcomes are achieved. Teachers are actively engaged in development of plan for small group of children or the entire class. This section will focus on designing a suitable learning environment for kindergarten children. The major purpose is to satisfy the need of the children and it has allowed them for demonstrating their progress towards achievement of the overall expectation in various ways. Space Utilization: In kindergarten while planning for utilizing the space in the classroom as well as outdoor, the teachers must keep the right materials in the group related centers. For example, in the painting and arts room, all the painting materials must be kept along with relevant books and drawing table. The visual displays such as the paintings, charts, atlas etc must be kept at the eye level of the children. The teachers must provide an open area for free movement along with the musical activities. It is very important to take care of health and hygiene of the children (Sansolios Mikkelsen, 2011). Hence, adequate space must be allocated for wash rooms. A common meeting area must be there for conducting big events where large group can participate. In outdoor area for playing, some space must be allocated for plating, nature study, water play etc. Small spaces must be designed to small areas for dramatic play or specific activities such as writing centre, puppet theatre etc. through using divi ders. In kindergarten, it is important to ensure that the children have free access to the classrooms and open areas so that they can move independently. The defined areas must provide space where the children having different learning style can be catered properly. There must specific area for the children with special needs. Additionally, children having mobility issues must have easy access to the classroom (Turbill, 2001). Time Utilization: The teachers need to consider the attention span of the children while planning the time for large group instruction. Additionally, it is important to consider the time span they have attended in the school, their familiarity with the daily routine, personal interests and strength must be considered as it will help in adjustment of the dynamics of the group. The educators need to ensure that the routine must be simple and suitable for that age group. It will help in making best use of the time of children (Perels, Merget-Kullmann, Wende, Schmitz Buchbinder, 2009). It must be noted that the teachers must allow some time for revising or extending the activities. Additionally, there must be a balance between the teacher initiated and child initiated literacy activities. In kindergarten a specific time must be assigned for the children initiated learning activity. Adequate time must be allocated for the children to get engaged in the self initiated activities in depth. The activities associated with the verbal instruction must be planned on the basis of the attention span of the children. The kindergarten educators must plan for a time regularly for literacy as well as numeracy instruction applicable for both small and large groups (Mashburn Henry, 2004). Resources One of the important tasks of the educator in kindergarten is to plan the utilization of resources. First of all, the resources, learning materials and equipments need to be organized ad labeled so that the children can have easy access to those things as well as they can put away those materials safely. It is important to use symbols, word and photo labels for guiding the children. The kindergarten children must be offered wide variety of learning resources and materials which can be explored, manipulated and utilized by the children for different learning activities and improves their imagination (Macintyre, 2001). The students with special needs must be offered assistive devices along with appropriate educators and supportive technology for catering the developmental needs. The teachers must distribute suitable literacy as well as numeracy materials within the classroom. For example, dual language books, newspaper flyers, writing materials etc. The parents and community partners c an be engaged for assisting as well as interacting with the children (Gunter, Caldarella, Korth Young, 2012). 4.3. Teaching Approaches In kindergarten the teaching approach must be a balanced combination of the exploration and instructions. In kindergarten, the children must be allowed to learn through experiences for clarifying new understanding and development of cognitive skills. This section will focus on implementation of different teaching approaches which will be adopted by the kindergarten educators. Learning through Play Play based learning focuses on engaging the children in play activities which help in overall development of the child. Play activities help in development of intellectual skills as the child gets an opportunity to integrate his emotion, motivation and thinking which helps in establishment of neural connections which is found to be crucial for effective functioning of brain (Duncan Lockwood, 2008). At the time of playing, the children use their imagination which significantly contributes in enhancing the literacy skills. Moreover, playing as a team helps in improving the communication skill along with the development of social skills. Additionally, it also helps in improving the physical health of the children (Broadhead, 2006). Learning through Inquiry Most of the children are curious by nature and they have large interest in exploring the surroundings. The major aim of the kindergarten literacy program will be to capitalize the natural tendency of inquiry. The teacher will guide the children in learning through inquiry. The questions asked by the children must be listened carefully and help them to explore various events and objects. The children must be guided to ask open ended and thoughtful questions. Another important reasonability of the educators is to provide appropriate and adequate resources and materials for clarifying and teaching how to observe and reflect. The students must be encouraged to share their experienced with fellow students which will lead to improve the communication skill (Ray Smith, 2010). Learning in Real Life Context Utilization of the real life contexts in the kindergarten is found to be very effective for motivating the children. Children have significant potential for grasping ideas easily and effectively. Integrated learning is an important aspect of kindergarten literacy program. Development of concepts in the real world context significantly helps in bridging the gap between abstract and concrete. Visiting museums, dance programs can help in integrating learning in the classroom (Neuman Dickinson, 2001). Learning through Exploration Children tend to explore their surroundings through different activities. For example, experimenting with various materials will help in learning procedure of the children. Through learning based play, children learn to identify natural objects and procedures. The teachers in the kindergarten must acknowledge the exploration activities of children. Additionally, the educators need to guide the children for making connection and leading them to reflect in the right direction (McClelland, Acock Morrison, 2006). Learning through Instruction This is one of the most common approaches which states that the instructions should be followed by the children. However, this approach will be utilized as minimum as possible. It has been observed that children do not like to get instructed and they enjoy free activities (Ness, 2011). 5. Linking with the Relevant Theories 5.1. Social Learning Theory Social learning theory was proposed by Alfred Bandura which has tagged learning as a cognitive procedure which occurs in the social context. This theory emphasizes on the observation or instruction. The traditional behavioral theory has been expanded in this approach (Akers, 2009). This theory states that three modeling stimuli: verbal instruction, symbol and live model and a series of behavioral and cognitive process such as attention, retention, reproduction and motivation are associated with the learning procedure. In the designed literacy program the social learning theory has been applied. In this program, cognitive learning process has been emphasized and the literacy program has been designed accordingly. Social Learning Theory 5.2. Socio-cultural Theory Socio-cultural theory has been proposed by Lev Vygotsky which focuses on influence the parents, community, caregivers and the society as well as culture on the individual development. According to this theory learning and development are simultaneous process. The society and culture plays an important role in shaping the perception ad ideas of a child (Wang, 2007). This theory has been applied for developing the literacy program for kindergarten. It has extensively focused on the participation of the parents along with the community which will helps in effective cognitive as well as social development of the child (Packer Goicoechea, 2000). Socio-cultural Theory of Learning 6. Assessment and Evaluation The understanding of children can be demonstrated through their activities and conversation. In kindergarten level, the teachers need to develop appropriate strategies for assessing the progress of the child. The evaluation technique will help in assessing whether the learning expectation shave been achieved during the literacy program. Additionally, it will help in identification of the further development needs and their strengths as well as weakness (Whitebread, 2000). Observation in the Class It is the major responsibility of the educator to observe each child and their activities. The nature of questions and interest must be noted by the educators. It has been found that the assessment strategies include writing samples, conferences, portfolios, self assessment etc. The observation strategy of the teachers must include on the spot observation as well as planned observation (Ness, 2011). Parents Observation Parents can reflect on the change in behavior and communication style of the children. The feedback of the parents significantly helps in assessing the progress of children (McIntyre, Eckert, Fiese, DiGennaro Wildenger, 2007). The teacher must gather all possible information from the parents for identifying the strengths developmental needs and the future steps for literacy program (McClelland, Acock Morrison, 2006). Additionally, the teachers must communicate their observation with the parents for ensuring effective engagement of parents in the literacy program. 7. References Abu Taleb, T. (2013). Necessary school readiness skills for kindergarten success according to Jordanian teachers.Early Child Development And Care,183(12), 1878-1890. doi:10.1080/03004430.2012.759950 Akers, R. (2009).Social learning and social structure. New Brunswick, N.J.: Transaction Publishers. Bagdi, A., Vacca, J. (2005). Supporting Early Childhood Social-Emotional Well Being: The Building Blocks for Early Learning and School Success.Early Childhood Education Journal,33(3), 145-150. doi:10.1007/s10643-005-0038-y Baker, J., Dever, M. (2005). Kindergarten time: kindergarten teachers' considerations when setting instructional priorities.Teacher Development,9(1), 21-41. doi:10.1080/13664530500200239 Barnett, M., Taylor, L. (2009). Parental recollections of school experiences and current kindergarten transition practices.Journal Of Applied Developmental Psychology,30(2), 140-148. doi:10.1016/j.appdev.2008.11.001 Broadhead, P. (2006). Developing an understanding of young children's learning through play: the place of observation, interaction and reflection.British Educational Research Journal,32(2), 191-207. doi:10.1080/01411920600568976 Coolahan, K., Fantuzzo, J., Mendez, J., McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct.Journal Of Educational Psychology,92(3), 458-465. doi:10.1037//0022-0663.92.3.458 Doliopoulou, E., Rizou, C. (2012). Greek kindergarten teachers' and parents' views about changes in play since their own childhood.European Early Childhood Education Research Journal,20(1), 133-147. doi:10.1080/1350293x.2012.650016 Duncan, J., Lockwood, M. (2008).Learning through play. London: Continuum International Pub. Group. Gunter, L., Caldarella, P., Korth, B., Young, K. (2012). Promoting Social and Emotional Learning in Preschool Students: A Study of Strong Start Pre-K.Early Childhood Education Journal,40(3), 151-159. doi:10.1007/s10643-012-0507-z Kramer, T., Caldarella, P., Christensen, L., Shatzer, R. (2009). Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum.Early Childhood Education Journal,37(4), 303-309. doi:10.1007/s10643-009-0354-8 Lee, J. (2005). Correlations between kindergarten teachers attitudes toward mathematics and teaching practice.Journal Of Early Childhood Teacher Education,25(2), 173-184. doi:10.1080/1090102050250210 Lemke, J. (2001). Articulating communities: Sociocultural perspectives on science education.J. Res. Sci. Teach.,38(3), 296-316. doi:10.1002/1098-2736(200103)38:33.3.co;2-i Lin, H., Lawrence, F., Gorrell, J. (2003). Kindergarten teachers views of childrens readiness for school.Early Childhood Research Quarterly,18(2), 225-237. doi:10.1016/s0885-2006(03)00028-0 Logue, M. (2007). Early Childhood Learning Standards: Tools for Promoting Social and Academic Success in Kindergarten.Children Schools,29(1), 35-43. doi:10.1093/cs/29.1.35 Macintyre, C. (2001).Enhancing learning through play. London: David Fulton. Mashburn, A., Henry, G. (2004). Assessing School Readiness: Validity and Bias in Preschool and Kindergarten Teachers' Ratings.Educational Measurement: Issues And Practice,23(4), 16-30. doi:10.1111/j.1745-3992.2004.tb00165.x McClelland, M., Acock, A., Morrison, F. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school.Early Childhood Research Quarterly,21(4), 471-490. doi:10.1016/j.ecresq.2006.09.003 McIntyre, L., Eckert, T., Fiese, B., DiGennaro, F., Wildenger, L. (2007). Transition to Kindergarten: Family Experiences and Involvement.Early Childhood Education Journal,35(1), 83-88. doi:10.1007/s10643-007-0175-6 Ness, M. (2011). Teachers Use of and Attitudes Toward Informational Text in K5 Classrooms.Reading Psychology,32(1), 28-53. doi:10.1080/02702710903241322 Neuman, S., Dickinson, D. (2001).Handbook of early literacy research. New York: Guilford Press. Packer, M., Goicoechea, J. (2000). Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology.Educational Psychologist,35(4), 227-241. doi:10.1207/s15326985ep3504_02 Perels, F., Merget-Kullmann, M., Wende, M., Schmitz, B., Buchbinder, C. (2009). Improving self-regulated learning of preschool children: Evaluation of training for kindergarten teachers.British Journal Of Educational Psychology,79(2), 311-327. doi:10.1348/000709908x322875 Ray, K., Smith, M. (2010). The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children.Early Childhood Education Journal,38(1), 5-18. doi:10.1007/s10643-010-0383-3 Sansolios, S., Mikkelsen, B. (2011). Views of parents, teachers and children on health promotion in kindergarten - first results from formative focus groups and observations.Int J Pediatr Obes,6(S2), 28-32. doi:10.3109/17477166.2011.613659 Turbill, J. (2001). A Researcher Goes to School: Using Technology in the Kindergarten Literacy Curriculum.Journal Of Early Childhood Literacy,1(3), 255-279. doi:10.1177/14687984010013002 Wang, L. (2007). Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education.Reference User Services Quarterly,47(2), 149-158. doi:10.5860/rusq.47n2.149 Whitebread, D. (2000).The psychology of teaching and learning in the primary school. London: RoutledgeFalmer. Wildenger, L., McIntyre, L. (2010). Family Concerns and Involvement During Kindergarten Transition.J Child Fam Stud,20(4), 387-396. doi:10.1007/s10826-010-9403-6