National Criminal Justice Reference Service Research Paper

National Criminal Justice Reference Service - Research Paper Example History and General Overview of NCJRS The National Criminal Justice Reference Service (NCJRS) was established in 1972. It is a federally funded resource offering justice and drug-related information to support research, policy, and program development worldwide. The NCJRS Federal Sponsors include the U.S. Department of Justice, Office of Justice Programs (OJP), Office of the Assistant Attorney General (OAAG), Bureau of Justice Assistance (BJA), Bureau of Justice Statistics (BJS), National Institute of Justice (NIJ), Office for Victims of Crime (OVC), Office of Juvenile Justice and Delinquency Prevention (OJJDP) and the National Institute of Corrections (NIC). It has such sections as About NCJRS, A-Z Publications/Products, Library/Abstracts, Search Q & A, Grants & Funding and Justice Events each with a distinct web link. (NCJRS Website) Its services and resources are available to anyone interested in crime, victim assistance, and public safety including policymakers, practitioners, re searchers, educators, community leaders, and the general public. NCJRS offers a range of services and resources, balancing the information needs of the field with the technological means to receive and access support. For instance, it offers extensive reference and referral services to help answer questions about crime and justice-related research, policy, and practice. Under the Search Questions & Answers section, one can access questions related to juvenile and criminal justice, victim assistance, substance abuse, and NCJRS services as found under the web link, https://www.ncjrs.gov/App/QA/SearchQA/aspx. (NCJRS Website) Further, it has an option for registering online to join the information network for receipt new publications, grants and funding opportunities, and other news and announcements. This can be accessed under the web link, https://www.ncjrs.gov/App/Secure/Registration/Register/aspx. After registration one receives Justinfo, a bi-weekly electronic newsletter that inclu des links to full text publications, notices of upcoming trainings and conferences, funding announcements, and other resources. This is found under the web link, https://www.ncjrs.gov/justinfo/dates.html. In addition, the one receives E-mail notifications on new publications and resources, periodic mailings of publications and invitations to subscribe to other topical listservs based on one’s interest areas. The NCJRS also holds conferences and promotes the conferences of others, so people can use the NCJRS website to find out about events they may wish to attend. (NCJRS Website) The NCJRS sponsoring agencies publish hundreds of reports and other information products each year to share with the public. Most of the titles are available online for order through https://www.ncjrs.gov/App/Publications/AlphaList.aspx. It has an abstracts database which is one of the largest criminal justice libraries in the world and contains information from the 1970s to the present. Available bo oks, reports, articles, and audiovisual materials include congressional hearing transcripts, research findings, unpublished research, statistics, training materials and program descriptions. Topics covered in the materials in the abstracts database include juvenile justice, victims, law enforcement, courts, corrections, crime statistics, drugs and domestic preparedness. The NCJRS provides a subject-specific thesaurus and English

Lewis model as a model for structural change

Lewis model as a model for structural change Describe the Lewis model as a model for structural change. How does the Harris-Todaro model of rural-urban migration differ from the assumptions and outcomes of the Lewis model? The Lewis model is an early traditional model which seeks to explain how labour movement from one sector to another leads to economic development in a country, particularly developing countries. Whereas the Harris-Todaro model is a model used to address issues concerning rural-urban migration by analysing income differentials. These models are similar but are based on different assumptions which shape their outcomes. I will be analysing these assumptions outcomes and making comparisons between the two models. The Lewis model seeks to explain the growth of a developing country in terms of labour transition from a traditional agricultural sector to a modern industrial sector. This model (sometimes known as the Dual Sector Model) was initially developed by Sir Arthur Lewis in his article, Economic Development with Unlimited Supplies of Labour. This article was published in 1954. This article and model are instrumental in laying the foundation in this area of Economics. The Lewis Model is about how surplus labour  [1]  from the traditional agricultural sector is transferred to the modern industrial sector, whose growth over time absorbs the surplus labour. This is promotes industrialisation as well as encourage sustainable development  [2]  . In this model, the traditional agricultural sector is usually characterised by low wages, an abundance of labour and low productivity through a labour intensive production process. Whereas, the modern industrial sector or manufacturing sector is defined by higher wages, higher marginal productivity  [3]  , and initially a demand for more workers, compared to the agricultural sector. The manufacturing sector is also assumed to use a production process which is capital intensive, therefore, investment and capital restructuring in the manufacturing sector is possible over time as capitalists profits are reinvested in the capital stock  [4]  . The assumption is that there is low marginal productivity in the agricultural sector because it is believed to be low priority as the hypothetical developing nations investment is going towards the physical capital stock in the manufacturing sector. The agricultural sector has a limited amount of land to cultivate, so this means that the marginal product of an additional farmer is assumed to be zero as the law of diminishing marginal returns  [5]  takes place as a result of the fixed input, land. This means that the agricultural sector has a quantity of farm workers that are not contributing to output in agriculture because their marginal productivities are zero. These farmers that are not producing any output are termed as surplus labour as they can move to another with no impact on the agricultural sector. Due to the wage differential between the agricultural sector and the manufacturing sector, workers tend to leave agriculture to work in manufacturing sector over time to reap the reward of higher wages. The idea is that if the quantity of workers moves from the agricultural sector to the manufacturing sector equal to the surplus labour from the agricultural sector, regardless of who actually transfers, general welfare and productivity will improve. Total agricultural product will remain unchanged while total industrial product increases because of the additional labour; however, this additional labour drives down marginal productivity and wages in the manufacturing sector. Over time, as this transition continues and investment results increase in the capital stock, the marginal productivity of workers in manufacturing will be driven down by additional workers entering this sector. Eventually, the wage rates of the agricultural and manufacturing sectors will equalise as workers leave the agricultural sector for the manufacturing sector, which increases marginal productivity and wages in the agricultural sector whilst driving down productivity and wages in manufacturing. The end result of this transition process is that the agricultural wage equals the manufacturing wage; the agricultural marginal product of labour equals the manufacturing marginal product of labour, and no further enlargements in the manufacturing sector takes place as workers no longer have a monetary incentive to move. The Lewis Model of Modern-Sector Growth in a Two-Sector Surplus Labour Economy (Diagram 1) The Harris-Todaro Model is an economic model used in developmental economics and welfare economics. This model is used to explain some issues surrounding rural-urban migration. The main result of the model is that the migration decision is based on the income differentials between rural and urban areas, not wage differentials. Therefore, this implies that rural-urban migration, in the context of high urban unemployment, can be economically rational if it is expected that urban income exceeds rural income. The Harris-Todaro Model (Diagram 2) The model asserts that equilibrium will be reached when the expected wage in urban areas, adjusted for the unemployment rate  [6]  , is equal to the marginal product of an agricultural worker. The model assumes that unemployment is non-existent in the rural agricultural sector and that rural agricultural production and the subsequent labour market is perfectly competitive  [7]  . This means that the agricultural rural wage is equal to agricultural marginal productivity. In equilibrium, the rural-urban migration will be zero because the expected rural income equals the expected urban income. The formal statement of the equilibrium condition of the Harris-Todaro model is as follows: Wa = Lm (Wm) Lus In this formula, Wa stands for agricultural income, Lm stands for employment in the manufacturing sector, Lus stands for the total urban labour pool and Wm stands for the urban minimum wage. The equations illustrates that the expected agricultural wage rate equals the expected urban wage rate, which is the urban wage rate multiplied by the total number of jobs available in manufacturing divided by the total number of the urban labour pool. Rural-urban migration will take place if: Wa Ls On the other hand, urban-rural migration will take place if: Wa > Lm (Wm) Ls This suggests that migration from rural areas to urban areas will increase if urban wages (Wm) increase in the manufacturing sector (Lm), increasing the expected urban income. If agricultural productivity decreases, which lowers marginal productivity and wages in the agricultural sector (Wa), there will be a decrease in the expected rural income. This also leads to a rise in migration from rural to urban areas. Mega-cities: Cities with Ten Million or more inhabitants (Figure 1) Source: Data from United Nations Population Division, March 2002 Migration rates exceed urban job creation rates, this is because rural-urban migration causes overcrowding and unemployment in cities. This leads to many people ending up in unproductive or underproductive employment in the informal sector  [8]  . However, even though this migration causes such problems as in inducing informal sector growth and unemployment, this behaviour is economically rational and utility maximising in the context of this model. As long as the migrating economic agents have complete and accurate information concerning rural urban wage rates and the probability of obtaining employment, they will make an expected income-maximising decision. Estimated and Projected Urban and Rural Population of the More and Less Developed Regions, 1950-2030 (Figure 2) To summarise, the assumptions of the Lewis Model include the idea capitalists reinvest profits which leads to fast growth expansion in the modern sector. The level of wages in the modern industrial sector is assumed to be constant and determined as a given premium over a fixed average continuation level of wages in the traditional agricultural sector. The assumption that there is surplus labour in the sense that marginal product of labour is very important. It is partially because of this that workers will move as they are believed have no impact on the agricultural sector. Another assumption is all rural workers share equally in the output so that the rural real wage is determined by the average and not the marginal product of labour. Moreover, under the assumption of perfectly competitive labour markets in the modern sector, the marginal labour curves (Diagram 1) are actually demand curves for labour. Lewis also assumes that modern sector employers can hire as many surplus rural wo rkers as they like with out the fear of rising wages because urban wage is above rural income. Finally, it is assumed to employment expansion continue until all surplus labour is absorbed by the industrial sector. These assumptions shape the conclusion that labour transitions take place for workers who leave the traditional agricultural sector for the modern sector in search for a better wage. However, some of these assumptions do not hold in reality and changes the shape of the model. This model is complicated because of the fact that surplus labour is both generated by the introduction of new productivity enhancing technologies in the agricultural sector and intensification of work. Also, the migration of workers from the countryside to the cities is an incentive towards those two phenomena as the relative bargaining power of workers and employers varies and with this so does the cost of labour. The wage differential needs to be sufficient between industry and agriculture to incentivise movement between the sectors but the model assumes that any differential will result in a transfer. The assumption that surplus labour in rural areas and there is full employment in urban areas has been proved wrong by contemporary research indicators. These show that there is little general surplus labour in rural locations. The model also assumes diminishing returns in the modern sector, but there is much evidence that increasing returns exist in this sector. The Harris Todaro model is based on different assumptions compared to the Lewis model even though their models lead to similar conclusions. The Harris-Todaro model assumes that it is the difference in expected income earnings rather than actual wage differentials that causes workers to switch from rural areas to urban areas if expected income is higher. The model assumes potential migrants are risk neutral. This means they are indifferent between a certain expected rural income and an uncertain expected urban income of the same magnitude. This assumptions indication of economic realities is debatable. This is because poor migrants will more likely to be risk adverse and require a significantly larger expected urban income to migrate. However, the Harris-Todaro model can be adjusted to reflect risk aversion through alteration of the expected urban income calculation. Although, when the model assumes risk aversion instead of risk neutrality, the results are practically indistinguishabl e. The Lewis model uses a competitive model whereas the Harris-Model does not do this. This is seen because rural-urban migration acts as an equilibrating force that equates rural and urban expected incomes. (Figure 3) To conclude, the Lewis model and Harris-Todaro model have similar outcomes in the sense of labour moving from rural agricultural areas into urban areas in search of modern industrial work as an approach to earn more money and leave poverty. However, the assumptions of the two models are very different and maybe this is why each model has had different impacts in terms of economic development history. The Lewis model is an early traditional model. which in practical situations does not work properly because of the assumptions. Therefore, the extent of the model is rarely realised. Although, this model does provide a good general theory on labour transiting in developing economies. The Harris-Todaro model, on the other hand, even with its problems with the assumptions, has lead to policy implications such as ways to reduce inequalities and bias between rural areas and urban cities as an attempt to reduce this migration problem. Overall, both models have increased awareness of the growing issues surrounding rural-urban migration. As many countries like India, Singapore and China act as success stories of this type of migration and economic transition as a catalyst towards leaving poverty, there are many developing nations who have not had the same success, but have suffered from a rise in urban poverty, unemployment and fall in living standards (figure 3) and (figure 4). (Figure 4) References https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHD5jBp82LeSjlz0RL_5wVShZEBPD4dwEmiNnSBX9XXbpxhxvnQom2p5J9hsfEqwBTzMcXcWiMeE2NTpNqjvZqjAb5yEA1_pGRk3_AiL_z2OBLEQ9Hzkluilft1vX-Y-sObbHcLZHyEdSE/s400/WorstSlumPopulationsinSubSaharanAfrica-Graph.gif http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/EXTWDRS/EXTWDR2009/0,,contentMDK:21961509~pagePK:64167689~piPK:64167673~theSitePK:4231059,00.html http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/EXTWDRS/EXTWDR2009/0,,contentMDK:21963658~pagePK:64167689~piPK:64167673~theSitePK:4231059,00.html http://www.facsnet.org/index.php?option=com_contentview=articleid=190:journalists-guide-to-economic-terms-04-02catid=75:archives Harris J. and M. Todaro, Migration, Unemployment Development: A Two-Sector Analysis (American Economic Review, March 1970); 60(1):126-42 Todaro and Smith, Economic Development (Addison Wesley; 9th edition, July 2005) pg. 108-113, 339-343

John L. Lewis :: Biography Biographies

John L. Lewis John L. Lewis started life in Lucas County, Iowa February 12, 1880 the son of Thomas Lewis, a coal miner and policeman. John was welsh born. In the 1880's and the 1890's their family lived in a company owned shanty with an outdoor privy. Whet John was in his teens they moved to Des Moines. That is where John attended high school, completing almost all of his four years of schooling. Family ties were strong, even though he did not approve of his mothers religion he did obey her when it came to sexuality and alcohol usage. For the most part he was not a troublemaker and played by the rules. In the late 1890's his family moved back to Lucas County and there he became a coal miner. In 1901, he was elected secretary of the United MineWorkers of America. As holding this job, he set up many small events. That same year he left for four years to work out west in coal mines. With him doing this he saw many disasters and aided in many heroic deeds to lend him authenticity to his claim to speak for the working class. In 1905 John returned to Lucas and in 1907 he ran for mayor however he was not elected and all the Lewises left Iowa and moved to southern mining town in Illinois. There the men in the family soon established themselves among the large labor force as hard workers. In 1910 John was elected president of the local mining union 1475, one of the largest in the state. Shortly before leaving Iowa, he had married Myrta Edith Bell, the daughter of a local physician. She provided a stable home life but she did not care for her husband's politics. They kept their personal life and his political life very separated. John's leadership in southern Illinois led to advancement in the labor movement. He was now the legislative agent for the UMWA of Illinois. From there on until 1920 when he became president of UMWA. He kept moving up the union corporate ladder until he was on top. During the 1920's The UMWA declined rapidly, though the union had won some strikes about wages the competition between oil and coal was resulting in layoffs in the South and the Midwest.

Nature function of Academic English

IntroductionThere has been an ongoing discourse about different approaches that translates to the best way of teaching the English language and what appropriately constitute to the language itself. Genre knowledge has been the source of much discourse in the academe because of how it affects the disciplinary and professional cultures of teaching Academic English (Berkenkotter & Huckin 24).The academic discourse further covers the features of the language in terms of linguistic, grammatical and vocabulary features. The discussion of such features and how it is affected under the different approaches is evaluated to provide for the grounds for the approach that must be seriously considered in for the academe use. Research about written discourse and text that hold such a prominence in the academy are analyzed according to formal discourse genres, their characteristics as well as the common linguistic features it possess (Hinkel 2).Above the question of the importance of the genre appro ach, there is also a question as to how explicit the teaching instruction must be. Contradicting sides would argue about the necessity of the teaching such approach (Freedman & Medway 193). Others would argue if it is even possible (Freedman & Medway 193). Others would wonder if it would benefit the students or would it prove to be more dangerous (Freedman & Medway 193). There is also a discourse about the right timing by which such an approach should and could be applied to a class depending upon the students’ age and capabilities in writing (Freedman & Medway 193).Genre & Academic DiscourseLiterary genres were discussed as early as in Aristotle’s The Poetics and developed in the Rhetoric that shows how he defined genres as a simple way of classifying text types, this is what was generally accepted over time (Clarke 242). According to traditional views, genre was limited to being primarily literary, defined by textual regularities in terms of form and content, classif ied into simplified categories and subcategories (Clarke 242). Under this definition, genre was not seen as relevant in terms of the discussion of composition and pedagogy (Clarke 242).Most of the linguists advocate that there should be a concentration for mastery of the different genres in the English language and that the teachers should focus on giving specific instruction that teaches the characteristic of each genre (Mercer & Swann 222). The students need a model by which they could follow in keeping with a genre structure (Mercer & Swann 222). They see grammar to play an important role in the process of learning the genres because it enables the students to â€Å"manipulate the text† contradictory to the process approach that sees the trouble in explicit manner of teaching grammar due to its unnecessity and danger to the students’ learning (Mercer & Swann 222).The common misconception would refer to genre and text type to merely be the same aspect of a text but i n reality they actually differ in terms of texts with particular genres having different linguistic characteristics and other literary features (Johns 73). However, different genres can be similar linguistically. Genre can be described as text characterized by external criteria, for instance written or spoken text, different audience, different context or purpose (Johns 73-74).On the other hand, text types can be represented by rhetorical modes such as â€Å"exposition† or â€Å"argument† as different text types (Johns 74). They are seen to be similar in terms of internal discourse patterns despite having different genres (Johns 74). The two concepts then refer to complementary perspectives on texts however they still remain different (Johns 74).Teaching and Writing GenresIn a classroom environment, text types that are written and spoken are related to the different demands by which the school requires and depending upon the subject areas of focus. There are different writing tasks that involve genres that go way beyond the literary realm (Schleppegrell 77). Factual and analytical genres exist under the evolution of the academic English language. The usual technique would be for students to read massive amount of authentic texts to give awareness to the difference of the ranges of genres and determine the registers they encounter for their own chose subject matters (Hoadley-Maidment & Mercer 303).Students are then made of aware of the differences between academic and non-academic genres. Through the process of being exposed to the different genres, the students are familiarized with the different lexical, grammatical and organizational features of the texts that exist that train them along the way (Hoadley-Maidment & Mercer 303).Genre KnowledgeThe academic discourse on genre gives two perspectives in terms of structurational and sociocognitive that deals with the activity language undergoes from diverse fields like â€Å"sociolinguistics, cognit ive psychology, educational anthropology and conversation analysis (Berkenkotter & Huckin 24).†Ã‚   This is the new concept that is emerging on top of the rich body of research regarding the genre’s structure from the structurational theory (Berkenkotter & Huckin 24). There is the constant need for the academe to monitor and recognize the changing pattern that language undergoes and thus the changes in the genres as well (Berkenkotter & Huckin 24).Full participation any general disciplinary and professional culture requires knowledge of the written genre and they are referred to as the â€Å"intellectual scaffolds on which community-based knowledge is constructed† thus placing a priority to monitor the pattern changes (Berkenkotter & Huckin 24). At the same time, they are worth examining because the genre of academic discourse also produce criteria like a â€Å"community’s norm, epistemology, ideology, and social ontology (Berkenkotter & Huckin 25)† Linguistic Features of Academic DiscourseAccording to Martlew and Sorsby (1995) â€Å"Written language like spoken language achieves communicative ad conceptual goals by using a complex system of arbitrary symbols and conventional rules†¦ In literate societies, a developed writing system is pervasive in children’s environment and it is likely that each individual child constructs, or re-invents, their own approach to writing from whatever salient experience the environment offers which they can utilize at different levels of development (Mercer & Swann 287).†There are certain linguistic expectations from students who enter into an academic arena and such a language practice can be reflected in most social groups more than others (Schleppegrell 43). Some students can encounter difficulty because of a lack of familiarity to such linguistic standard as there are differences between the registers in an academic scenario and that of an informal interaction (Schleppegre ll 43). Despite the fact that the classrooms can provide for an avenue for the students to develop such a standard and be trained by spoken and written language activities, the teachers need to remember how the forms of language can take its place in the academic context (Schleppegrell 44).For example, academic texts are by nature â€Å"informationally dense and authoritatively presented (Schleppegrell 44).† In order to get the extract the position and information from certain texts, the teachers and students must be able to unpack the meaning and recognize the position and ideologies of the text (Schleppegrell 44). Linguistic choices and the awareness of it enable a wider participation in the contexts of learning (Schleppegrell 44).   Having a clear perspective of the grammatical features that are seen as tools in deciphering school texts then provides as the foundation for a more efficient research of language development in terms of functionality as well as learning new registers (Schleppegrell 44-45).Most research focus on grammatical and lexical features of the student’s language production that produces a language analysis from a systematic functional linguistics (Schleppegrell 45). Deviating from a structural approach to grammar, a functional approach do not just focus on their syntactic category (nouns, verbs, adjectives) or their elements in the sentence (subject, predicate), it focus on identifying the revealing the context of schooling in the language that are used in the text, focusing on the register as the so-called â€Å"manifestation of context (Schleppegrell 45).Studies show how different features are values when comparing writing in writing classes and writing in other academic courses (Hinkel 5). The important consideration if providing the students with linguistic and writing skills that would equip them to handle new information and expand their knowledge (Hinkel 5). Some practitioners say that exposure to a variety of rea ding and experience with writing does not constitute to having a heightened awareness in discourse, vocabulary, grammar and linguistic features of academic writing or having better writing skills (Hinkel 5). They defended explicit instruction in advanced academic writing and text is what can provide the utmost equipment (Hinkel 5).General Nature and Functions of Academic EnglishFurthermore, Martlew and Sorsby (1995) said, â€Å"Writing however is a visible language, graphic symbolic system whose roots we suggest lie in pictographic representation before links are established with spoken language. In this respect, development reflects evolution in that all writing systems which represent sounds of language evolved from pictorial representations rather than from spoken language.† Academic English offers such changing concepts (Hyland 2). The one who coined the definition for English used in academic purposes was Tim Johns (Hyland 2). It was during this time that English became an economic imperative and it has been the leading language for disseminating academic knowledge (Hyland 2).Each discourse community has developed its own mode of discourse. This constitutes to the growth of Academic English. By nature it would expand and evolve to fit and address the different fields of study in need to communicate, basically that points to every discipline (Hoadley-Maidment & Mercer). New objects, processes, relationships and others need new terms to be added in the lexicon. There is a need to reinterpret words that already exists to become other words that are defined by their specific fields, like a set is different in conversational English and Mathematical English (Hoadley-Maidment & Mercer 285).New words are also created as part of an existing word stock, like clockwise or feedback (Hoadley-Maidment & Mercer 285). There is also a need to borrow from another language. A term called â€Å"calquing† mean having to create new words to imitate a word that a lready exists from another language like omnipotens mean almighty in Latin (Hoadley-Maidment & Mercer 286). There is also a need to invent totally new words like the time when the word â€Å"gas† was created to be party of the field of chemistry (Hoadley-Maidment & Mercer 286).There is also creating â€Å"locutions† or sense of phrases and compound words as well as non-native word stocks (Hoadley-Maidment & Mercer 286). The nature of English is known to be shaped by certain social and cultural functions under the language of academic communities of discourse (Hoadley-Maidment & Mercer 290-291). The researchers suggest for having more than one valid and culturally based ideology regarding Academic English for it to be open to other cultures and factors (Hoadley-Maidment & Mercer 291).ConclusionDue to culture, styles of writing differ but this does not make one inferior over the other (Hoadley-Maidment & Mercer 290). Further research about Academic English should have a greater level of sensitivity for other cultures or for cultural diversity (Hoadley-Maidment & Mercer 290).   It is also necessary to have a proper balance between over-prespecification of the curriculum and planning and the right amount in terms of explicit teaching of genre and other features according the students’ knowledge, abilities and background (Wiley & Hartung- Cole 205). The academe must not loose sight of social-cultural context of the relevance of Academic English in exchange for a more uniform approach or for the search for a common standard for academic discourse (Wiley & Hartung- Cole 205).Works CitedClark, Irene, et al. Concepts in Composition: Theory and Practice in the Teaching of Writing. Mahwah, NJ: Lawrence Erlbaum Associates, 2003.Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication: Cognition, Culture, Power. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995.Hinkel, Eli. Second Language Writers' Text: Linguistic and Rhetorical Features. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Hoadley-Maidment, E. and Mercer, N. English in the Academic World. Open University course U210 The English Language: Past, Present and Future, 1996.Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. New York: Routledge.Johns, Ann M., ed. Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Freedman, Aviva, and Peter Medway, eds. Genre and the New Rhetoric. London: Taylor & Francis, 1994.Mercer, N. and Swann, J. Learning English: Development and Diversity. Open University course U210 The English Language: Past, Present and Future, 1996.Schleppegrell, Mary J. The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.Wiley, Terrence & Hartung- Cole, Elizabeth. â€Å"Model Standards for English Language Development: National Trends and a Local Response.† Education. 119. 2. (1998): Page Number: 205.

Save the Environment

My environmental issue is trash pollution. Trash pollution is basically when people pollute area’s where animals and human’s live with trash that they don’t dispose of properly so it end’s up in the places that we don’t want it like the ocean, and places where we generally live by. Trash pollution is occurring all over the world. Where ever people live their is almost always trash their. People are to lazy to dispose of their trash the right way so they basically throw it on the street, on beach’s etc. The issue that are facing are wildlife is that the trash is destroying their environment and polluting their ecosystem. ne example is that in Hawaii the sea turtles are dieing because they get tangled in plastic soda holders and they are also eating the trash that floats in the ocean. Polluting the ocean kills a lot of the big animals too because if the food sources for the big fish all die then of course the big fish will start to die too. The challenges were facing is finding out how to stop it because its a international problem so its hard to stop it because no one know where its coming from or who is doing it so its hard to stop it completely.Trash pollution is the worst in land because their is more trash on land then in the ocean and it does even more damage on land then it does in the ocean because its not only effecting the humans but the human’s main food sources and the land that they grow the different types of agriculture on. If we don’t have food we can’t survive and the main problem isn’t the polluting of trash, its how much trash we are actually generating because in a couple years almost all land fills will be full and their won’t be enough space for the other trash.People have proposed solutions like recycling metals, plastics, and glass. In Hawaii, some location have places to recycle your bottle’s and cans and u can even get money for recycling your materials. That’s what i don’t get, people getting paid to recycle? And yet people still are too lazy. Its the best of both worlds because if i recycle my materials then then won’t end up in our landfills and i get a few extra bucks depending on how much materials i recycle to spend on anything i want like for gas in i need.Also people have created materials to substitute the materials that take along time to biodegrade. Companies have created biodegradable bags and wrappers for the food items they see to make their company more green and help the environment out. Why not recycle? well that is the global question that still can’t entirely be answered. Trash pollution has effected the economy in many different ways. In Economics, an externality is a cost or benefit, not transmitted through prices,[1] incurred by a party who did not agree to the action causing the cost or benefit.A benefit in this case is called a positive externality or external benefit, while a cost is called a negative externality or external cost. In these cases in a competitive market, prices do not reflect the full costs or benefits of producing or consuming a product or service, producers and consumers may either not bear all of the costs or not reap all of the benefits of the economic activity, and too much or too little of the good will be produced or consumed in terms of overall costs and benefits to society.If there exist external costs such as pollution, the good will be overproduced by a competitive market, as the producer does not take into account the external costs when producing the good. If there are external benefits, such as in areas of education or public safety, too little of the good would be produced by private markets as producers and buyers do not take into account the external benefits to others. Here, overall cost and benefit to society is defined as the sum of the economic benefits and costs for all parties involved. [2] Save the Environment A speech: Save the environment  !! ————————————————- Welcome everybody, today we are going to talk about us, about our environment, and our planet. ————————————————- Look around you people, what do you see? Wake up and open your eyes widely. ————————————————- Nowadays it becomes normal to see the earth suffering from pollution. ———————————————— Trashes, factories, nuclear energy, bombes and chemicals are all destroying our planet. In fact we are the main reason of all those disasters. Human selfishness and economy importance are all causes. U nfortunately most of us don’t care about his personal environment forgetting that terrifying effects like diseases, desertification, and ozone layer’s hole, acid rain can all lead to our extinction.Those dreadful global warnings and catastrophes around the world opened our eyes to the real hazardous situation we’re going to face for the next years if this pollution completes increasing. Every day in the News we hear about a new earthquake or an erupted volcano or a tsunami or a destroyed city. It’s getting really bad, all because the nature is angry about those threats. But there is always hope and never forget late is better than never. It’s our planet our future protecting it starting by now is the only solution to survive and to solve fauna and flora’s problems.There is a million solution like saving water, stop logging, being more responsible green and sensitized, following the 3rs strategy, using biological products and of course search ing for new natural sources of energy because simply if we don’t respect the fortune given to us we will lose it as soon as possible. ————————————————- Now for sure we all imagine that pollution is a monster and it’s our duty to protect mother Earth from it but seriously isn’t it a responsibility humans owe to themselves

Complacent vs. Complaisant

Complacent vs. Complaisant Complacent vs. Complaisant Complacent vs. Complaisant By Maeve Maddox Both complacent and complaisant descend from Latin complacere, â€Å"to please, to be pleasant,† but they have acquired different meanings in English. complacent (adjective): feeling or showing pleasure or satisfaction, especially in one’s own conditions; self-satisfied. complacence/complacency (noun): the state of being pleased. The nouns complacence and complacency convey the idea of self-satisfaction accompanied by a lack of awareness of a potential danger. Here are some examples of current usage: The danger is that being too complacent can derail your career. 10 Signs Your Employees Are Growing Complacent In Their  Careers Complacent investors have a way of pushing markets steadily higher despite the swirl of bad news around them. The U.S. can’t afford to get complacent about obesity Complacency toward Ukraine crisis could cost Conservatives at the  polls complaisant (adjective): the action or habit of making oneself agreeable. complaisance (noun): courtesy, politeness. The noun complaisance entered the language by way of French about two hundred years after complacence. It retains its French spelling and the meaning of being pleasant to others. A complaisant person is eager to please. I think of complaisant as an old-fashioned Jane Austen word, but it is still to be found in current usage: He [Donald Sterling] will find a complaisant television talk show host to give him a platform for a heartfelt public apology. By closing down one plant and punishing its workers, workers in other plants would be forced into more complaisant behavior. As inevitably happens with such similar word pairs, complacent and complaisant are often misused. The following examples use complaisant in the sense of complacent: â€Å"The law doesnt affect me, so why should/would I care?†That is a very  complaisant attitude.   I think Don has been somewhat complaisant. Hes keeping tabs on the agency but he has made no effort to try and get back in to work. People who vote for the incumbent are probably pretty complaisant about what their Senator actually does and stands for on the world stage. We are very complaisant in this country because we have enjoyed so many years of having relatively peaceful lives. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:The Royal Order of Adjectives Comma Before ButWriting a Thank You Note

Essay on Success and Failure of Intelligence part 2

Essay on Success and Failure of Intelligence part 2 Essay on Success and Failure of Intelligence part 2 Essay on Success and Failure of Intelligence part 2Essay on Success and Failure of Intelligence part  1Furthermore, the cracking of Enigma was the successful intelligence operation because it has brought the strategic advantage to the allies, who could track and decipher the communication of Germans, while the communication plays the key and strategically important part in military operations. The party that cannot encrypt and hide its communication from the enemy turns out to be in a disadvantageous position as was the case of Germany (Weinberg Gerhard 2013). Positive effects of the cracking of Enigma became obvious shortly after the cracking because the allies had got an opportunity to decipher the communication of the enemy. In such a situation, the allies had started to use the full potential of the cracking of Enigma focusing on the interception of German communication to understand their plans, actions and other important issues which could have played an important part in W orld War II.Finally, Germans remained unaware of their encryption system being broken down until the late period of the war, when the outcome of the war was almost clear and Germans could not counter attack effectively. In fact, Germans remained confident in the reliability and security of their encryption system because they were certain in its high theoretical security level, although being extremely safe in theory, Enigma had proved to be insecure in practice. However, Germans uncovered this fact too late to prevent the allies from revelation of numerous military operations and plans of Germans. As a result, the late uncover of the intelligence operation by the enemy is another evidence of the overall success of the intelligence operation on cracking Enigma.On the other hand, the US intelligence had suffered one of the most severe failures, when it had failed to prevent and foresee the upcoming assault on Pearl Harbor. In contrast to the cracking of Enigma, the intelligence opera tions aiming at the monitoring of the Japanese navy movement and operations in the Pacific Ocean had proved to be the total failure, as the US intelligence had not identified the threat in time and underestimated the potential threat from the part of the Japanese in time (Steinberg, 1995). The attack of Japanese army on Pearl Harbor was a turning point in the history of World War II. In fact, the attack led to the active involvement of the USA in World War II and made the war truly global. In this respect, it is important to emphasize that the USA’s entry into World War II influenced consistently the balance of power in the world and, to a significant extent, predetermined the outcome of the war. At the same time, the involvement of the USA in World War II was provoked by the growing aggression from the part of Japan as well as Germany which threatened to the strategic ally of the USA in Europe, Great Britain. The involvement of the USA in World War II strengthened consistent ly the allies. In such a context, the role of Pearl Harbor and its outcomes can hardly be underestimated. At the same time, views of specialists on causes, which led to the Japanese attack as well as causes of such unexpected and extremely high casualties among Americans, vary consistently.First of all, it is important to understand causes of the attack and motives of each party involved in the conflict, in order to understand causes of numerous casualties, success of Japanese and unexpected failure of Americans. Traditionally specialists (Cook, 1955) argue that Japan tended to the domination in the Asia-Pacific region and it attempted to establish its total control over the region. Hence, the attack of Japanese on Pearl Harbor was rather a question of time than a question of international diplomacy or relations. What is meant here is the fact that Japan was not interested in the presence of a powerful state, such as the USA in the region. Instead, Japan’s strategic goal was the domination in the region. Naturally, such domination could not be achieved as long as the USA opposed to Japanese efforts to gain the dominant position. Obviously, the USA was a threat to Japan because Americans would not allow Japanese grew in power since the latter would be a threat to the national interests of the USA. As a result, Japan decided to attack the USA and destroy its main naval base because Japan expected that the USA would not recover after Pearl Harbor (Toland, 2006).The USA, in its turn, apparently underestimated the threat from the part of Japan and, what is more, Americans failed to foresee the attack. This was not only a tactical failure of the US navy commandment, but it was also a failure of American intelligence. As a result, the US navy was not really prepared for the attack that actually caused numerous casualties. At the same time, the USA could also count for diplomatic resolution of existing conflicts and tension between the USA and Japan.Unlike the cracking of Enigma, the intelligence operation against the Japanese was conducted by the US intelligence only and the information collected was fragmentary but, if the British and Americans had managed to crack Enigma on the ground of the fragmentary information available to them, they had failed to interpret properly actions of the Japanese navy in the Pacific Ocean before the assault on Pearl Harbor.Furthermore, the assault on Pearl Harbor had led to disastrous destructions of the infrastructure of the US navy and air forces in the region (Keegan, 2007). In this regard, the results of the cracking of Enigma were absolutely contrary since the US army and its allies had managed to avoid the destructive impact of German attacks as they could foresee their actions due to deciphering of the communication between German military units. As a result, the allies could foresee where Germans could strike and they undertook measures to prevent possible destructions and casualties.In the cours e of the attack, about 2,400 American soldiers were killed and over 1,100 American soldiers were wounded (Hakim, 2012). Unlike the intelligence operation leading to the cracking of Enigma, the intelligence failed to prevent numerous casualties. In this regard, the cracking of Enigma had had totally different effects since the allies had managed to decrease casualties due to the interception of the German communication and better forecasting of actions of the enemy.The US intelligence agents did not suffer during the intelligence operation but the US intelligence agents had failed to perform their functions properly.In addition, preparation of the operation and its implementation resulted in the failure of the US intelligence to divert the attack and warn the US military about the threat of the attack on Pearl Harbor. As a result, the balance of power in the Asia-Pacific region had changed since the US army had lost its position after the defeat. The loss of a large number of aircraf ts, battle ships and other ships resulted in the loss of the military power and required the US to supply new battle ships and aircrafts to defend its western coastline from the potential attack from the part of Japan. Therefore, the overall effect of the attack on Pearl Harbor reveals the failure of the US intelligence because of the loss of the position of the US in the Asia-Pacific region.In addition, the failure of the US intelligence resulted in the involvement of the US in World War II because, if the US army was informed of the upcoming threat, it could undertake preventive steps to divert the threat, for instance, through increasing of the military presence in Pearl Harbor that could discourage the Japanese from the attack on the US navy base (Miller, 2011).In this regard, the results of the intelligence operation on the cracking Enigma is quite different since cracking of Enigma had positive effects that is the evidence of the overall success of the operation. The allies be came able to operate more successfully because they could decipher the communication of Germans, while, in case of the attack on Pearl Harbor, the US military power in the Asia-Pacific region had been undermined that proved the failure of the intelligence operation.Finally, it is worth mentioning the fact that the failure of the US intelligence became evident to the enemy as well as the rest of the world immediately after the attack on Pearl Harbor. In such a way, the US intelligence had proved to be unable to uncover the plan of the attack of the Japanese on Pearl Harbor. In this regard, the failure of the US intelligence in case of Pearl Harbor was evident, while the cracking of Enigma was a truly successful intelligence operation which remained unknown to the public as well as Germans for a long time and allowed the allied to take the strategic advantage in their military operations in Europe against Germans.Thus, two different intelligence operations were absolutely different no t only in their tactics, strategy and significance but they were absolutely different in their effects because the intelligence operation aiming at cracking Enigma was apparently the success of the allies’ intelligence, whereas the intelligence operation of the US in regard to Japanese military actions and plans in the Asia-Pacific region was the total failure as the Attack on Pearl Harbor resulted in disastrous effects on the US military power in the region and involved the US into World War II.

What Comes With a Continental Breakfast Sample Menu

What Comes With a Continental Breakfast Sample Menu SAT / ACT Prep Online Guides and Tips If you're going somewhere that's offering a continental breakfast, you may be confused by the term. What is a continental breakfast, really? Should you be excited for or fearful of it? As someone who has eaten hundreds, if not thousands, of continental breakfasts throughout the world, let me guide you through the ins and outs of this specific meal. I'll explain the continental breakfast, break down a typical continental breakfast menu, and detail the differences between the very worst and the very best continental breakfasts. What Is a Continental Breakfast? A continental breakfast is a light morning meal. It’s served buffet style, and it typically has fewer offerings than a traditional breakfast at a restaurant. Normally, it consists of bread products, fruit, fruit juice, coffee, and tea. Most often, you’ll find continental breakfasts at hotels, motels, and events. As a rule of thumb, a continental breakfast usually doesn't have hot food like eggs or sausages. Products will usually be cold or room temperature. The hotels or motels that provide continental breakfasts will usually offer them for free for their guests from 6-9 or 6-10 in the morning. If you go on vacation, I wish you luck in your attempt to wake up in time to take advantage of the the free continental breakfast. How Did the Term â€Å"Continental Breakfast† Originate? It’s unclear exactly when the term â€Å"continental breakfast† originated, probably in the mid-19th century, but the â€Å"continental† in â€Å"continental breakfast† refers to the countries of continental Europe where light breakfasts were the norm. Makes sense, right? A continental breakfast is supposed to stand in contrast to a standard English breakfast, which is extremely heavy. The standard English breakfast includes eggs, bacon, sausage, toast, and coffee or tea. Additionally, it can include fish, beans, and English pudding. That's a whole lotta food to start your day. The continental breakfast consists of lighter fare and is based primarily on bread products. Continental breakfasts became common at American hotels as more Europeans traveled to the US in the late 19th century, and the hotels tried to meet the tastes and expectations of the tourists. Now, â€Å"continental breakfast† typically refers just as much to the price as the food options. Meals used to be included in the price of traditional American hotels; however, tourists began opting out of the hotel meals, but they still wanted breakfast. Thus, the free continental breakfast was born. What Items Does a Continental Breakfast Include? Here's a rundown of the food items you'll often find in a continental breakfast: Bread Products At the traditional continental breakfast, bread products reign supreme. You can often find donuts, muffins, bread, bagels, croissants, cereal, and pastries. At nicer continental breakfasts, you may be able to feast on waffles, pancakes, or french toast. You'll also have the necessary condiments to enhance your bread products, including butter, cream cheese, and jam/jelly. Fruit Most continental breakfasts provide fruit as a healthier option. Typically, there will be apples and bananas, so you'll be able to get your fiber and potassium. If you're lucky, you'll be able to indulge in melon, pears, grapes, and an assortment of berries. Fruit Juice Another continental breakfast staple is fruit juice. Generally, you'll be able to choose between orange and apple juice. Other possible fruit juice options include cranberry, grapefuit, and grape juice. Coffee and Tea Most continental breakfasts will provide coffee and tea. Ideally, your coffee will be freshly brewed. If you prefer tea, you'll probably have to get yourself some hot water and a tea bag. There should be cream and sweeteners to add some flavor to your hot beverages. Miscellaneous Items Here are some other foods that you'll sometimes see at continental breakfasts: Yogurt Oatmeal Eggs Bacon Sausage Cheese What Makes a Good Continental Breakfast? The quality of a continental breakfast is dependent on the quantity and quality of its offerings. Basically, how many products does it have, and how good are those products? Here are your different levels of continental breakfasts: Bad Continental Breakfast I’ve seen some pretty sad and gross continental breakfasts. The worst ones I’ve seen only provided stale bagels and old cereal. There was no milk (was I expected to eat dry cereal?), no fruit juice, and no freshly brewed coffee. It was obvious that the continental breakfast wasn’t well-maintained and the very limited products weren’t regularly replaced. Standard Continental Breakfast The standard continental breakfast will be well-organized and provide mostly fresh products, but there will be limited offerings. The standard continental breakfast will have some combination of fruit, muffins, bagels, cereal, bread, croissants, pastries, waffles, yogurt, juice, milk, tea, and fresh coffee. Additionally, there will be butter, jam/jelly, cream, and sugar available. Here’s a pic of a standard continental breakfast: You can see the cereal, milk, fruit, and coffee. In the right corner of the pic, it looks like there may be a waffle maker. Most often, you'll have to make your own waffles at the continental breakfast. Good Continental Breakfast The primary factor that separates a standard continental breakfast from a good one is the number of food options. A good continental breakfast looks more like a breakfast buffet at a restaurant. The most impressive breakfast spreads include eggs, bacon, sausage, french toast, and pancakes, in addition to all of the options at a standard continental breakfast. You may even get some fancier breakfast entrees like quiches, omelets, or Eggs Benedict. (To be fair, at this point it stops being a traditional continental breakfast and becomes more of an Everything breakfast.) Look at all these options: Bev Sykes/Flickr How to Do a Continental Breakfast Right As a connoisseur of continental breakfasts, let me advise you on how to make the most out of your free breakfast experience. Step #1: Arrive On Time For many people (myself included), the biggest obstacle to taking advantage of the free continental breakfast is waking up in time to partake in the breakfast fun. Some continental breakfasts end as early as 9:00 AM, and if you're on vacation and have a rare opportunity to sleep in, you may not want to get out of bed before noon. I recommend arriving to the continental breakfast at least 20 minutes before it's supposed to end. If you show up at the last second, hotel staff may be taking away items as you're trying to serve yourself. You also want to give yourself enough time to get seconds. If you love breakfast, but you aren't ready to start your day during the designated breakfast hours, you can always grab your continental breakfast, take it back to your room, eat, and then head back to dream land. That's a savvy move. Step #2: Survey Your Options Before grabbing food, see what’s available and briefly inspect your options. Even though continental breakfasts are all-you-can-eat, it’s better not to take food you’re not going to eat or won’t like. For example, you may typically like bagels and fruit, but often, the bagels and fruit at the continental breakfast are far from fresh. I’ve seen some continental breakfast bananas that look a few months old and bagels that were hard enough to break a car window. I love eggs, but there are continental breakfast eggs that are as rubbery as car tires. You’ll probably have the most enjoyable meal by selecting the highest quality products available. Step #3: Consider Your Goals Think about what you’re trying to get out of this meal. Do you want the tastiest meal possible? Generally, this is my goal at the continental breakfast. I want to satisfy my hunger and enjoy my food. If you’re like me, you’ll probably want to look for the muffins, donuts, or pastries at a standard continental breakfast. If you have the patience, making your own waffle is also a good call. If you’re at a good continental breakfast, you’ll want eggs and meat. My ideal continental breakfast is eggs, bacon, sausage, two muffins, a donut, and apple juice. Yummy. Are you trying to gain muscle or lose weight? If you’re looking to add muscle or lose weight, go for lean protein and fruit. Hard boiled eggs, turkey bacon, oatmeal, yogurt, and fruit would be ideal options for you. Do you want a combo of healthy and tasty? For healthy and tasty, I recommend a moderately-sized balanced meal. As an example, you can do a bagel with low-fat cream cheese, fruit, eggs, and yogurt. For your beverage, try to stick to water, but if you need some caffeine, take it easy on the sweeteners. Step #4: Take a Little Less Than You Plan on Eating I think we’re all guilty of letting our eyes be bigger than our stomachs. If you hit up the continental breakfast when you’re rather hungry, you’re likely to get too much food. You don’t want to waste food, and you don’t want to eat so much that you feel bad when you’re done. Admittedly, I’ve been guilty of gluttony and needed to lay down after five donuts, six sausage links, and five pieces of bacon. Remember the continental breakfast is all-you-can-eat. If you’re still hungry after your first plate, you can always return for seconds. Step #5: Lower Your Expectations Because the continental breakfast is usually free, don’t expect world-class food. If you’re a food snob who can only enjoy the finest of foods, you’ll undoubtedly be disappointed at any continental breakfast. If you go in just hoping for bread that isn’t stale and food that tastes better than stale bread, you have a good chance of being pleased with your continental breakfast. If the food is free, remind yourself that free food is the most delicious. It’s very possible to get a satisfying meal with pretty good food at a continental breakfast, and it’s free and all-you-can-eat. Nothing wrong with that.

Methoud of enquiery Essay Example | Topics and Well Written Essays - 1250 words

Methoud of enquiery - Essay Example It will evaluate the impact of bad publicity on consumer’s perception at Primark. How do consumers react? Does it affect the purchasing behaviour towards Primark’s products? Does it affect sales? Or does it have no effect? Literature review There has been very little relative research conducted on ethical decision making and purchase behaviour. This area of research has received little attention from researchers. There have been some studies on â€Å"environmental ethical concerns and purchase behaviour† but there is little food to fodder for in other areas. These studies were conducted after the consumerism movement of the 1970s in which they tried to find out about the consumer who is conscious of the impact of his consumption on the public and wants to use his purchasing power to bring about change. As opposed to work done earlier on environmentally concerned consumption, through our work, we are trying to establish how ethical concerns in Primark will affect purchase behaviour. The paper will revolve around how purchase behaviour is dependent on moral judgement owing to their use of illegal immigrants. Illegal human behaviour been practiced before in other countries. In South Africa, consumers tend to be concerned about abuse of human rights in a foreign country. Similarly consumers and their concern for animal rights becomes a major factor when consumers consider purchasing products that have been tested on animal. The research is intended to improve an understanding of how consumer behaviour i is affected by bad publicity and unethical practices conducted in an organization. It has important implications in business ethics and marketing. (Barling, 2005) In his book, Morality and the Market, McMurrian explains how market can play an influential role between the arbiter of good and bad business practice. According to McMurrian, ethical purchase behaviour is described as â€Å" an expression of the individual’s moral judgmenet in his or her purchase behaviour†. (McMurrian, 1990) Smith did a research on consumer boycotts due to ethical purchase behaviour. For instance, the consumer boycott of Barclays Bank turned out to be the most influential reason behind the with drawl of Barclays bank from South Africa. The major impact of the ethical behavior within an organization is on it stakeholders. The main stakeholders of a business can be categorized as either internal or external.In internal stakeholders, the most important are employees at all levels. It is important that employees are clearly aware of the implicit and explicit ethical behavior observed within an organization. It should be re-enforced by the top level management tactfully. This will create a positive working environment within an environment, encouraging healthy competition, friendly relationship among employees, higher productivity and greater satisfaction of the employees. Workforce will feel more confident about their work if they are treated equally and appreciated and appraised liked other employees. The external stakeholders of an organization play an important role for an organization to become morally responsible organization. The most important stakeholders are customers, suppliers and public. Most organizations have become customer-oriented and to achieve maximum customer satisfaction, they must become ethical to develop loyal customers. Ethical dealing with suppliers will

Brazils E-procurement System Essay Example | Topics and Well Written Essays - 1750 words

Brazils E-procurement System - Essay Example E-government has been on the rise in different countries with most government using internet as a means of improving their services to their customers. As most companies as well as governments embark on e-procurement, different and important issues have been raised in regard to its use in a country. E-government unlike in the past where it was an option, it has become a necessity especially as countries strive to achieve better governance and efficiency in offering services to the citizens. E-governance requires the government to integrate the strategic vision in service delivery to the citizens. ICT is today being used with an aim of streamlining the governments thus connecting it closely to the citizens thus ensuring better services are being offered by the governments. E-government as well as e-procurement is also vital in ensuring that public funds are managed well by a government thus enhancing efficiency and effectiveness. Different countries for example Brazil have recently ad opted e-procurement and e-government in their administration. ... tioned earlier, use of e-government and e-procurement in Brazil has led to improvement in the functioning of the government especially in the area of public funds management. The agenda for e-government first appeared in the federal government of Brazil in the year 2000 which was later implemented in most of the ministries of the government. However, use of e-procurement has raised significant issues in the recent past. One of the major issues which have been facing the Brazilian government which carrying out e-procurement is the issue of security. The government has some confidential information which should not be disclosed to the public or unauthorized persons. Use of e-procurement exposes the government to the risk of losing important information especially as internet crime and terrorism acts are on the rise. This may put the government as well as the citizen under the risk of terrorism attacks. The issues of security while using e-procurement have been a major issue for the Bra zilian government in its endeavours to ensure e-government is practiced. To cub or reduce this problem, the government have installed security measures to ensure that no unauthenticated person gets access to sensitive information. Security remains a major and important issue while dealing with e-procurement (Neef, 2001). Personification of the government is also another important security issue which should be considered while implementing the e-procurement and e-government systems in any country. Since all transactions are carried out online, it is very possible for a person to fraudulently rob of any government especially through e-procurement. While using the internet, the financial information concerning a person or a government is availed to ensure smooth transactions are carried out.

Maryland Commuters Lived Experiences on Bicycle Commuting After Essay

Maryland Commuters Lived Experiences on Bicycle Commuting After Barriers Removed and Strategies Employed - Essay Example Hence, the purpose of this case study is to explore the causes why these barriers and strategies to overcome them did not actually work. Therefore, the research problem is embedded in the conceptual framework of the factors and barriers that affect commuters from choosing the bicycle as an alternative mode of transport to commute to work. For this reason, the data is collected from 12 respondents through in-depth, semi-structured interviews. As a result, this research study contributes to positive social change by increasing the awareness of government leaders, city and regional planners, and the private sector on bicycling problem. In particular, they can recognize several effective strategies that will make bicycle commuting a preferred alternative mode of transportation to commute to work. Thus, the study brings to light the new policy that can be effective in combating the problem of vehicular congestion, environmental pollution, oil dependency, and sedentary lifestyle linked to obesity. Chen and Tang (2012) argued that automobile dependence is a global problem specifically affecting the lives of commuters living in big cities. In the United States, there is also a dependence on the repeated use of automobiles (Dulal, Brodnig, & Onoriose, 2011; Litman, 2009). In this context, Hamilton and Atkins (2008) argued that the number of automobiles joining the highways road construction has become incompatible; thus, the problem of vehicular congestion appears. Santos, Behrendt, Maconi, Shirvani, and Teytelboym (2010) wrote that the dependence on the automobile contributres negative consequences for society. In defence, Abrahamse, Steg, Gifford, and Vlek (2009) suggested that the automobile serves many purposes for travel; however, they agree that automobile is a contributing factor to vehicular congestion and environmental pollution. In addition, Kent (2013) suggested that automobile dependency is connected to the poor health issues. In

Alcoholic Abuse Assignment Example | Topics and Well Written Essays - 2750 words

Alcoholic Abuse - Assignment Example to "hold their liquor" better than those without such history. Experts suggest some people may inherit a lack of those warning signals that ordinarily make people stop drinking. Research suggest this factor may contribute between 40 per cent and 60 per cent of alcoholism cases related to genetic factors. (alcoholism). Alcoholism in parents increase the risk for violent behaviour and abuse toward their children. Children of alcoholics tend to do worse academically than others. I will be using the Wisconsin Psychometric test as a measuring tool to test this hypothesis on my targeted sample of Children of alcoholic parents, against children of parents who are not alcoholics. I will be using the statistical package for the social sciences (SPSS) for inputting my collected data, which will do the correlations, multicollinearity, and hypothesis. I will assess the incidence of depression, anxiety, stress, self-esteem and criminality, of those who are the off spring of alcoholic parents against those who are not. The kind of clear-cut model of the genetic sources of alcoholism perceived by the public and presented in the public tracts does not accurately reflect the state of knowledge in this area. No persuasive genetic mechanism has been proposed to account for accumulated data about alcoholic behaviour, social differences in alcoholism rates or the unfolding of the disease. Biological findings about the offspring of alcoholics have been inconsistent and grounds exist to challenge the notion of an enhanced genetic liability for alcoholism thathas been accepted wisdom for the last decade. Genuine attempts to forge data and theory into genetic models have been limited to men... Abrams and Niura ed (xx), Closing in on Addiction New Findings suggest a biochemical common ground, Social and Biological Theories in a combined Model, National Clearing House For Alcohol and Drug Information. Retrieved on line on March 4, 2006; from Niolon, Richard, Closing In on Addiction New Findings Suggest a Biochemical Common Ground, National Clearinghouse for Alcohol and Drug Information Retrieved on line on March 2, 2006 from www.psychpage.com/problems/library/alcohol,html

Sensory evaluation of food Assignment Example | Topics and Well Written Essays - 1750 words

Sensory evaluation of food - Assignment Example Sensory evaluation is sometimes done to label a product as acceptable or unacceptable. Sensory evaluation gives information about the typical characteristics of the food product or any of its ingredients so that any necessary change can be made to the food item or any ingredient can be avoided or replaced. A sensory analysis on a final product or newly introduced product would judge whether the food item is in line with its original specification. Feedback is collected after sensory evaluation so that any small or big amendment may be made to improve the product. Further evaluation would include the analysis of the food properties. Properties of the food and its ingredients are scientifically measured. These measured scientific properties are analyzed and interpreted to get the results. Sensory analysis would tell how the assessed food item is perceived through the five senses. Appearance, taste, smell, touch and hearing are the five factors that are used as parameters to analyze the food item. The color of the food item, its smell, its taste, its physical nature and sound would grade it. The color of a food item would reveal some of its properties. For example, deep fried items and those with artificial color would reveal its nature through its color. The smell of gravy will reveal the presence of absence of spices in it. Taste of a food item would disclose majority of its ingredients. Taste would reveal what is included and what is missing. As we touch a cake we will understand how much cream is used for making it. If you want to test a piece of banana or potato chips you just need to bite it once. Sensory evaluation would thus give complete analysis of a food item. Sensory evaluation is very much required for newly developed products. Sensory analysis would check whether a newly developed product is unique or comparable to another product of same range. Some products may be complete imitations of another product which is already established. Some may

Global Nuclear Warfare Essay Example | Topics and Well Written Essays - 1500 words

Global Nuclear Warfare - Essay Example As Franklin Delano Roosevelt has stated in his inaugural speech - the only thing we have to fear is the fear itself. During the Cold War that followed, ideological conflicts were often conducted through the medium of fear. While some politicians argued for expanding arms expenditure by raising alarm about the threat of communism, others demanded disarmament and appealed to the public's fear of nuclear weapons. However, the promotion of competing alarmist claims is very different to the situation in the past (Furedi). The abuse of fear is a high stake politics. The worldview of citizens during the Cold War era has primarily been shaped by alteration between concepts of realism and idealism. These two general approaches in the American foreign policy, dealing with the international sphere, are most explicitly reflected in the foreign policy doctrines. As professor Furedi puts it, the fear has fast become a caricature of itself, it was no longer simply an emotion or a response to the perception of threat; it has become a cultural idiom through which we signal a sense of unease about our place in the world (Furedi). The beginning of the post bipolar era emerged ... First, the collapse of Soviet Union, that secured at least the ideological domination of the United States. Second, the Iraq intervention, that demonstrated the reality of the terrorist thread to the world security, but the thread of the nuclear warfare remained, and so did the fear in the heads of most people. A brilliant indicator of the perception of the world by general public through the optics of the global nuclear warfare is the Doomsday clock, that attain a significant respect and prestige in forming the public opinion since the very start of the global nuclear thread. The Doomsday Clock, symbolic clock on the University of Chicago wall shows the time left till the outbreak of global nuclear war and the end of the world that would follow. Over the last sixty years the fingers have moved - forward and backwards - only eighteen times. Recently on few days ago, two minutes closer to the nuclear apocalypse: they stopped at five minutes to twelve. The last time we, and the world, were this close to the definite destruction was in 1984. Any sensationalists or fanatic peace activists have not invented this final countdown. Doomsday Clock - the "Apocalypse Clock" as it has been nicknamed with popularity - have been designed by top nuclear scientists associated in the Bulletin of the Atomic Scientists and the prestigious scientific board, or convocation, that is in charge of the decision of whether to move the fingers or not. On its latest session that decided to move the fingers world famous astrophysicist Stephen Hawking has participated. The first time D oomsday Clock were introduced to the public was short after the end of World War II, in 1947 and were set on seven minutes to twelve. The "midnight" symbolizes

Sensory evaluation of food Assignment Example | Topics and Well Written Essays - 1750 words

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Business Plan For Early Intervention Education Essay

Business Plan For Early Intervention Education Essay The purpose of this paper is to show the need for early intervention for infants and toddler with Autism and Intellectual Disabilities. Kitkat the Educators program will prepare disabled students to excel at a young age, by teaching, training stimulating the mind to create an atmosphere to function outside of ones self. Kitkat is not like the competitors, this school will focus and offer advance communication skills (technology) to encourage speech, physical strength, academics, top of the line technology, after school tutorial, recreational, craft and dance. This disability has created a need for quality child care development and training to help children with Autism and Intellectual Disabilities to be successful in life. Also, the owner focuses on parent trainings, parents turn to for support, reassurance, and hope when faced with the uncertainty of their childs future. It is important for parent participation as long as their child receives services from the school. This program will focus on parents learning all techniques use in the classroom in the home, and community. History of Organization Kitkat is a privately held corporation run by its owner, Cathy Austin, who has 20 years of experience teaching students with Intellectual Disabilities (ID) and Autism (A). The owner is certified as special education teacher and highly qualified by the State of Georgia. The owner currently has a bachelor degree with a concentration in mentally retardation. Which is now known as intellectual disabilities? The owner will be supported in daily operations of the school by a consultant, a campus director and certified educators with experiences in the child care field. Intellectual disability (ID) is now more common amongst autistics than in the general population. Overview: According Ackerman, (2011) The increasing prevalence of Autism has been recognized as the fastest growing developmental disability in the nation, affecting one in 88 children. It is now the third most common childhood disorder, more common than Down syndrome and childhood diabetes combined. In turn, parents need to be informed of the assessment, treatment, and intervention resources available to help their children if diagnosed with autism. At the center of KitKat the Educator, we want to reassure parents that there is hope, and through our services, individuals will be able to maximize their potential. KitKat has established itself as the institution that parents turn to for support, reassurance, and hope when faced with the uncertainty of their childs future. We want to reassure parents that there is hope, and through our services, individuals will be able to maximize their potential. To most effectively meet the needs of children with autism and their families, KitKat the Educator has developed a training and education center scheduled to open in 2013. Ackerman states (2011) this new initiative will create a more timely early diagnosis screening for infants and toddlers who may be afflicted with Autism. A Licensed Clinical Psychologist (LCP) will be hired to meet the ever-growing demand for extensive evaluation, assessment, and treatment services. KitKat will work collaboratively with local service providers, and school systems, to create a progressive and comprehensive treatment facility to best serve childrens needs (Ackerman TACA, 2012). According to Berkell, Z. D. (1999), a Swiss psychiatrist Eugen Blueuler was the first to use the name Autism back in the early 1912s. The reason for early intervention today is to help Autistic children function much better in society (Berkell, 1999). In the 1940s, researchers in the United States began to use the term autism to describe children with emotional or social problems (Berkell, 1999). Kanner, Leo a doctor from Johns Hopkins University, used the word autism to describe the withdrawn behavior of several children he studied (Berkell, 1999). Also Han Asperger a scientist in Germany, identified a similar condition thats now called Aspergers syndrome Aylott, J (2011). According to Aylott, J (2011) Han Asperger found several types of autism: Pervasive developmental disorder not otherwise specified (PDDNOS)- Aspergers syndrome Rett syndrome Childhood disintegrative disorder How Is Autism Treated? Leo Kanner treatments for autism vary (Aylott, 2011) depending on the needs of the individual. Kanner, (2011) treatments fall into three categories: Behavioral and communication therapy Medical and dietary therapy Complementary therapy (music or art therapy, for example) The Owners Journey The journey as teacher did not begin immediately after college. Cathy Austins degree in special education B. S., as an Intellectual Disabilities (ID) and Autism (A) teacher for DeKalb County School District. The owner has 21 years of experience working with children with ID and Autism. The owner worked with Children diagnosed or identified with autism, cerebral palsy, Mental Retardation, intellectual impairment, physical impairments, learning disabilities and Down syndrome. The owner believes that providing structure and visual supports can help to alleviate problems that may arise. Thus, allowing individuals with disabilities to demonstrate to others their capabilities. Teaching is actually a second career for the owner; the owner worked in the health care in the as a nurses aide for 4 years. The owner was trying to run from the calling of God. On the job doing the daily routine the voice of God spoke and said this not what I told you to do! Then God said I told you to teach children with special needs. Limited with only being a nurses aide, the owner decided to apply for college to get a degree to teach. The owner was unemployed for five months and then got an opportunity to go to college and get a Bachelor Degree in Special Education (Mentally Retardation). The first teaching job was as a special education teacher for homebound. The owner wanted to do something to help and to make a difference in the lives of these young children. The Owner moved from homebound to teaching in the classroom started in 1991. The owners favorite project is walking for March of Dimes Autism, and Cerebral Palsy. What can you do to strengthen and improve the childs life? The Owner enjoys being involved in educating the community about our children and being an advocate to support the parent. The Owner always wanted to have a school for children with disabilities. Now I can see the dream happening more now than ever before. Kitkat is a childhood nickname. So the Owner decided to use kitkat as the name of the school. The teaching profession can be strengthened by additional parent-involvement. The students whose parents are involved and vigilant about seeking opportunities to further expand their childs learning and abilities are the most successful students. The art of learning does not occur solely within the confines of the classroom, but it includes life-lessons and cultural experiences. The parents who ensure they are providing these additional resources for their children help not only the child, but the teacher who can draw from these experiences to illustrate key points in the child and parent life. Philosophy The Owners philosophy of teaching is very simple. It is simply to go beyond the standards, improving inappropriate behavior and communication skills. One needs heart and compassion to teach and reach children with special needs. Having the desire to get to know the students and actually listen to them is a major part of learning. The students respond better when they know others care, and care enough to watch their patterns and identify the times when they are not themselves and need help beyond the lesson for the day. The Owners thoughts are what can one do to strengthen and improve one is to evolve as a teacher. Children are changing. Curriculum and techniques is changing. The world is changing, so for one to remain the same and not evolve with the changes of society and the people in it does not help children. The overall goal in education is to help children and in order to do that, one need to constantly reevaluate ones lessons, approach and delivery as a whole. As a teacher you learn so much from your peers, but one will continue to watch and learn from the students as well. It is honestly believed that one can make a difference in the life of a child, every day. My Career and Educational Experience B.S. Degree in Special Education MBA Degree in February 2013 2 + years Adult Workshop 2 years Georgia Regional (skilled area) children Intellectual Disabilities 3+ years supervisory experience of staff 20+ years teaching Intellectual Disabilities/Autism experience Past strategic choices- Through the DeKalb County School District, Clayton County Adult workshop, and Douglas county workshop my work experience are as follow: Homebound- providing service to disabled students not able to attend public school system due to medical and fragile situations. Clayton County Respite care to children with Intellectual disabilities. Parent Conference meeting with parent for concerns and information Atlanta Group Home for Jewish Down Syndrome adults. Current Position in the Market Location of Business The future home for the business will be 748 Flat Shoal Road, Decatur, Georgia. This business will start in the old Y building on Candler road and my pursuit for a loan of $300,000.00 for the building. This building is in the heart of the business district of Candler Road. It is one mile from Flat Shoal Elementary School. The Owner will offer after school program to disabled and non-disabled school aged children. Some of the best years in life are the time spent as a child and later our adult yearsà ¢Ã¢â€š ¬Ã‚ ¦. As working adults in a fast paced society, we sometimes forget just how precious and fleeting those years are. With that in mind, imagine an alternative to traditional infant, day and after school care that not only met your child care needs, but also provided an activity based learning environment that mirrors those used at public schools. Professional care givers with the credentials to not only enhance your childs early social and motor skills, but to also teach them advanced studies in the arts and academics found at institutions of higher learning. A curriculum based curriculum tailored specifically for children, taught in a fun, nurturing care giving environment. Now imagine this at a cost less than that of the combination of conventional training services and specific interest based children programs. Kitkat the Educator is an early intervention comprehensive developmental and educational program, exclusively for children with Intellectual Disabilities and Autism, ages new born to 7 years old. The school dedicates its efforts and resources toward ensuring top rated care giving services coupled with a high quality activity based learning environment tailored for children in these age groups. The school will respond to the needs of its parents and students with excellent care giving and instruction an advanced curriculum, flexible programs, local community involvement and business partnerships. The Kitkat School has a strong commitment to accessibility and diversity. Its open door policy embraces all who desire to provide a better quality of care, preparedness and education for their children. The school works to provide affordable, first clas s care giving and education by providing a broad range of integrated programs and services and innovative learning approaches. The school is committed to taking a leadership role in child care services, higher learning, community services and promoting cultural diversity. Kit Kat directs its activities towards student success. Campus Direction Sign Campus Office Classroom Recreational building Keys to Success The keys to success for chitchat are: Marketing: differentiating care giving and education and interest activity programs. Service quality: care giving and educational programs provided by degreed and certified educators, child care workers, tutors and technology. Reputation: maintaining a highly regarded reputation for excellence in care giving, education and community involvement and being the employer of choice in our market for child and educational talent. Profitability: controlling costs and managing budgets in accordance with company goals, adhering to strategic business plans for growth and experience and reinvesting in the business and its employees. Start up Summary: As I pursue investor to invest into kitkat business, the first location may start in my home. As the number of children increase and the fund are available then the Shoal road facility will be a dream comes true. Reaching into some of my retirement money, it is possible to use funds from my 401to start the business in my home. The school founder and president, Cathy Austin, will oversee fiscal responsibility, employing an CPA for financial oversight. A campus Director will be hired to handle day to day operations and will work collaboratively with the silent partners and other campus personnel to ensure a successful business venture. As reflected in the table below, the estimated startup cost for kitkat will be $39,450. These costs will be financed solely by the owners personal cash funds and optional credit lines. An anticipated $60,000 SBA guaranteed 5 year loan will be used as working capital. Future expansion, growth and franchising strategy will be self financed. Start Summary Utilities 300.00 Legal 2000.00 Furniture 6000.00 Toys 2000.00 Playground Fence 500.00 Rent 0 Brochures 350.00 Business printing paper 300.00 Insurance 3000.00 1 Teacher Assistance 2000.00 Built one room on house 5,490.00 Student supply 2000.00 Lab tops (4 to 5) 1250.00 Food 5000.00 Recreation equipment 5000.00 Total $35,190.00 Enrollment will be at least six children per quarter: First quarter expecting 6 children Second quarter 6 more children Third quarter 6 more children Fourth quarter 6 more children Total of 24 children As the children increase then staff will increase to help teach in a small group to focus more 1 to 4 children in a classroom. Objectives By the end of Year 2 expect sales increasing almost double. By the end of Year 1 maintain a high raw gross margin. By the end of Year1 expected to open second campus. By the end of Year 3 will attempt to franchise. Pricing Strategies Kitkat must charge appropriately for the high-end, high-quality educational and care giving services we offer. Our revenue structure has to support our cost structure, so the salaries we pay to assure quality services must be balanced by the revenue we charge. We will be price competitive in the market we serve; however, we will not subscribe to the low price leader concept. The quality of our service will support the prices we charge. Affordable Price The price for service for each child is $350.00 weekly, paying in advance by check, cash or money order. The payment policy is expected to be followed and payment is due on every Friday. Promotion Community Involvement Educational Curriculum Support Service Behavior Specialist, Occupational/Speech/Physical Therapist, Autism Specialist, Employment policy and Procedures, Job description, Safety fire, Recruitment and training Open House Tornado drills The type of services that will be offered: Full time child care Part-time/After school activities After school Tutoring Parent training and support Homebound Service Vision Statement: To enhance the life of the disabled child in socially, emotionally, academically, recreational and physically. Mission Statement: The act of learning should not occur solely within the confines of the classroom, but includes life lesson and cultural experiences. The overall goal in educating is to help disable children improve and progress socially, emotionally and communicating. One must learn to make a difference in the life of a child every day. to teach the parents increase data driven teach and reach a child to teach the child the curriculum based activity External Threats: the economy condition can be threat to profit (state funds to children with disabilities) competitors can be a threat global move External Opportunities in the community for exposure and direct mail campaigns Community Involvement Advertisement Direct mail Sales Brochures Open House Internal Strengths and Weaknesses SWOT Strengths Weaknesses Top of the line Curriculum and Training Trained/Certified Staff Small class session Required Parent training and support groups Quality care and service Not enough funds Right location Get the right people on the bus Someone stealing your idea Advertisement Community involvement Open house Direct mail Sale Brochure Parents State License and approval Economic conditions competitor Opportunities Threats Expense Table Expenses Expected Monthly Cost Expected Yearly Cost Rent Salaries and wages Supplies: Technological, Equipment, furniture, computers, software, copy machine, desks, chair, etc.) and other Advertisement and other promotions Utilities, Heat, Electricity, etc. Telephone and Internet Insurance Other (specify) Other (specify) Expected Revenue June July August Sept. Oct. Dec. Yearly Revenue (Sale) Category 1 Category 2 Total Revenue (Sales) Cost of Goods Sold Internal Factor Evaluation (IFE) Factor Weight Rating Extended Strengths Well known for quality reliable service 0.16 4 0.64 Low turnovers provides continuity customer knowledge 0.07 3 0.21 Represent a full line of top quality component manufacturers 0.15 4 0.60 Strong balance sheet with very little debt 0.11 3 0.33 Almost 60% of customers come from referrals 0.13 4 0.52 Weaknesses Strictly a local company 0.05 2 0.10 Unknown to the general public 0.02 2 0.04 Use distributors for parts purchases, incurring higher cost 0.08 2 0.16 Provide many benefits to employees that raise coat 0.13 1 0.13 Less than 5% if customers buy service contrasts 0.10 1 0.10 Total 1.00 2.83 Company Summary Kitkat first school will be located North Druid Hill, Atlanta. The school will employ six fundamentals that will serve as the driving force for the services offered. Premier care giving services An activity based, children structured curriculum Advanced technology and developmental programs Continuing education mentoring and tutoring Learning services Community advancement and involvement Company Ownership Company Ownership Kitkat developmental and training school is a privately held proprietorship owned in majority by its founder. There are also two silent partners, neither of whom own more than 10%, but will be active participants in daily operations, management decisions and consulting though they do not own a financial stake in the company. Once the operation reaches its anticipated growth and profitability goals, the school plans to franchise and will register as a limited liability company or as a corporation, whichever will better suit the future business needs. Services KitKat training school offers quality child care services and a curriculum based designed for kids new born to 7 years old and pre-k to second grade. Normal operating hours will be 6:45am to 6:30pm. Hours of operation are Monday through Friday with observance of all major legal holidays. Early drop off service will be offered as needed. KK exists to provide premier child care services that are aimed at enhancing traditional day care methodologies and integrating extracurricular interests (such as arts and crafts, gymnastics) into one comprehensive program. Our activity based curriculum is specifically tailored for children. We offer state of the art technology programs in leading edge facilities which help prepare students through main school homework assignments and provide a base of understanding and interaction to ensure success in future educational endeavors. Finally, our developmental program reinforces basic social, listening, independence and motor skills and prepares studen ts for future related interaction. All of our learning and child care services employ technology, partnerships, professional services and other activities that support and promote higher learning. In addition to the extensive services and curriculum offered, each campus will also offer weekend specialty classes for children and adults and planned family activities in the community it serves. KK will also offer children birthday party hosting services, providing great activities for kids and an easy experience for parents. Activity instructors will be assigned for these events and will lead the activities, ensuring a memorable celebration Services Description Upon its opening, Kitkat Developmental and training services will offer four basic services in the Atlanta area: Full time child care Part-time/After school activities After school Tutoring Prior to opening, the school will have a two month enrollment drive. Based on the market reaction to the drive, these services may be altered to meet the needs of the community. The school will always remain nimble enough to respond to the needs of the community in which it serves. Support Service Offered Early Intervention starts with a committee meeting to determine what services a child may need. The team will take the time to evaluate child to see if they need any of the following listed below: Psychologist the referral for a psychologist is to obtain a current intellectual functional level of the child. During this process a parent questionnaire must be complete by the parents. This is for background information; the childs birth, prenatal development, weight at birth, complications at birth; medical history such as; asthma or food allergies; and behavior. The types of testing instruments the psychologist use for evaluation is: Brigance Inventory of Early Development this instrument test self-care, gross motor, cognitive/social, communication, perceptual/fine motor and this instrument checks the age equivalent in years and months of a child. Assessment of Intellectual Functioning- the purpose of the evaluation is provided and estimation of the childs intellectual ability as a comparison against actual academic achievement. Determining cognitive strengths and weaknesses also helps to evaluate learning potential and guide recommendations for the use of specific instructional strategies and intervention techniques. Stanford-Binet Intelligence scales: Fifth Edition (SB: 5) is an intelligence measure that consists of nonverbal and verbal tasks that assess skill in five domains. The SB: 5 yield composite scores in each of these domains as well as a nonverbal Intelligence Quotient (NVIQ), a verbal intelligence Quotient (VIQ) and a Full Scale Intelligence Quotient (FSIQ) that represents an estimate of the childs overall level of functioning. Speech therapy When a child who needs speech therapy received speech in the early stages to promote your childs development, it is a support system not only for the child, but also for the family, and finally it gives your child the abilities to become a functional member of society. Development Research has shown us that most of a childs learning and development happens in the pre-school years, which is why the timing of intervention is so important. All children have what we call stages of readiness to learn, and if you miss these stages, your child may have difficulty in learning particular skills later on. Support system This is extremely important for any family with a special needs child. We have a lot to cope with in the early days, after a diagnosis, disappointment, frustration and helplessness. Many families of handicapped children also have to deal with divorce and some degree of social isolation. Thats why stepping in early can definitely give your family the tools to h ave a better attitude within the family and towards the special needs child. Your therapists can provide you with information and skills to teach and help your child t best of your abilities, thereby relieving a lot of stress and feelings of helplessness. Take advantage of friends and family who offer to help, you need to take time out, you are after all more than just a mother and a wife. Society We would all like our children to become functional and contributing members of society, so start implementing the skills your child needs to do this, as early as possible. Become involved in your childs treatment, and implement all the skills that your therapist suggests to improve their overall communication skills. The speech teacher works with the child; to assist the child in developing the ability to understand basic concepts, when shown two pictures, the child will understand the difference between the two concepts; to assist the child in identifying pictures describing basic concepts; to understand the concept of sequencing with 10%, 20% etcà ¢Ã¢â€š ¬Ã‚ ¦; the child will begin to understand sounds, temporal sequencing; the child will develop the ability to make sound, position lips, and tongue; assist the child in matching and sorting pictures with association relationship; Expressive Language-increase expressive language skills that are needed to facilitate effective daily communications; to produce his own name; name body parts; imitate sounds, intonations and words; name common objects and pictures of objects; assist the child in expressing needs through words; use eye to face contact when speaking needs through words; decrease echolalia and preservation speech; develop self confidence in verbal encounters; develop volume that is appropriate to the listeners need; participate in group activities that involve turn-taking and observation of rules; develop reasoning in cause and effect relationships; identify the object described when presented aloud with the definition; carry on a conversation in a socially appropriate manner; tell about recent and past experience; to correctly produce one-word utterances; name object and person; say words to call attention to an object; say two words to indicate the recurrence of an object; say two or more word utterance which contain an adjective and a n oun; say two or more words to show disappearance of an object; say two or more words to show emotion; use verbs appropriately; name pictured verbs; described actions performed by himself/herself; describe actions performed by others; use categories and association appropriately; name member of the category when presented with the category title; imitate the model as they point to peers possession; respond orally with the correct possessive form in short phrases as the speech teacher points to peers; respond to wh questions; answer what, who, where, when, why, and which, questions; Competitive Comparison The child care industry as a whole is saturated. However, based on US Census 2000 data, DeKalb County child care services provider listing is growing and has few licensed developmental and training centers for disabled children. Kitkat School intends to fill this local market need. In the Atlanta area North Druid Hills subdivisions mostly have retired resident homes respectively (Margret Harris Comprehensive school). There is only one other developmental facility in the North Druid Hills neighborhood. This one is on knob Dr. There is also three family child caregivers listed in the area, but none in the immediate community. Kitkat will differentiate itself from its local competitors by offering an alternative to these traditional day care approaches. The kitkat school market strategy is based on providing an activity based learning environment that is used in many major public schools. We will offer the community of professional caregivers with the credentials to not only enhances a childs early social and motor skills, but to also teach them advanced studies in cognitive and social skills. Technology Since the school founder has an extensive information Technology background, its only natural that Kitkats school will employ and maintain the latest technology to enhance its curriculum, office management systems, payment processing and record keeping. Marketing Analysis Summary Kitkats developmental and training program offers services which are vitally important in todays fast paced, dual-income world. As an increasing number of families have become dependent on one income, the need for quality child care has skyrocketed. According to Atlanta Business Statistics, 84.6% of licensed child care facilities succeed and make a profit in their 1st year of operation. Nationally, this number is 66.7%. There is no doubt, in the North Druid Hills area, that there is room and a need for a school for disabled children. Market demographics to support this statement can be found below. Target Market Segment Strategy The target market for Kitkat is full-time workers. Referral marketing, direct-mail campaigns and Referral marketing, direct mail campaigns and community activity days will be the primary types Of marketing strategies utilized. Maintaining and enhancing its reputation with families and in the community will be crucial in obtaining the planned market share growth of this target market. Market Segmentation Kitkat has a focus on meeting the local community need for child care services within the 5 mile radius of downtown Atlanta. Students will taken in flexible on either a full time or part- time basis. Full-Time Worker The school will establish a significantly large, full-time, regular client