Tim Winton - Belonging Speech Essay Example for Free

Tim Winton Belonging Speech Essay The cause of his alienation appears to be physical and psychological abuse from his father, lack of caring from his school and his run down neglected neighbourhood with its â€Å"deadbeat no hoper†¦ downtrodden house in Longlands Rd, Nowheresville†. | The symbolism and scatological imagery establishes a decaying, decrepit and depressing environment, which reveals Billy’s isolation. Another evocative portrait is the internal monologue in the poem Sport in chapter one. The pain and suffering’ of soulless tyranny endured by Billy, from the old bastard his father. This technique of expletive language is used to depict the poor relationship he shared with his father he gave me one backhander I felt the blood† and his attitude toward the world hes living in. This is the first pivotal event that Billy retells, which initially demonstrates the change in his identity and belonging. | Later in the book Billy catches a train. He is uncertain where the train will take him. Herrick engages the reader with Billy’s significantly violent memory of his father with the forces of a fathers punch. The metaphoric terms further reveal Billys harsh living environment he is seeking to escape.   Ernies train whistle in the poem â€Å"Another crossing† symbolises the beginning of Billys new life contrasted favourably by Ernie’s ‘not bossing you around’ where Herrick uses the technique of multiple perspective. His next positive role model is Irene, Bendarat’s Librarian, who welcomes him and encourages him to borrow b ooks. | These two characters are used by Herrick to enrich Billy’s moral parameters and direct him in his notion of identity allowing him to reach his sense of belonging. Herrick induces us to feel empathy rather than antagonism to the protagonist. This is accomplished through the intimate use of language, changing perspectives and personal anecdotes. | Growth in maturity is shown as both Billy and Old Bill show signs of growth as they help each other. Billys growth is demonstrated as he becomes a different individual from the beginning of the narrative poem showing positive thinking â€Å"sure theres hope in the world even for hobos like us. | Herrick also represents this change through his use of natural imagery and pathetic fallacy; exemplified in the poem â€Å"Hobos like us†, â€Å"Sit in the sunshine†. Old Bill’s view of the world slowly starts to change, as the protagonist reduces his consumption of alcohol and ventures to move on with his life. This is done through Herrick’s use of Motif throughout the novel of Old Bills alcoholic nature. | While Old Bill demonstrates the symbolism of A Simple Gift when he gave his keys to his old home to Caitlin and Billy symbolizing his final pivotal moment enriching Billy’s, Caitlin’s and Old Bill’s understanding of their identity, which leads to their understanding of where they belong in the world. | Tim Winton’s â€Å"The Turning† also explores this value of events that shape a persons identity and hence their sense of belonging in their world. The short story â€Å"The Turning† tells the narrative of Raelene, which reveals the notion as grand paradox, where small lives are contrasted by the immense grand scale of the world. | The use of significant events in the life of Raelene enriches her understanding of her identity and through this allows her to discover where she belongs in the world. | The character of Raelene is in an abusive relationship where she feels she is isolated from the world around her. This is exemplified by the quote â€Å"when Rae laughed at him he clouted her in front of the kids†. The colloquial language and sparse imagery allows the reader to understand Raelene’s lack of belonging. | The use of colloquialisms is repeated throughout the text, and is rich and powerfully inventive in demonstrating to the reader values of Australian society, and more specifically, values of belonging and not belonging in an Australian context. | Later in the text Raelene finds solace in meeting a couple whose relationship is affirmed on values of faith and spirituality. The juxtaposition of this relationship with her current spouse allows Raelene to discover who she really is. | Winton utilizes religious connotations and motifs in order to demonstrate this, as shown through the quote, â€Å"she has something specialâ€Å" whilst ‘Christ is holding his heart†. The use of religious intertextuality is also clear in that Winton describes the presence of a higher, spiritual power in the line â€Å"Deep down Rae sensed that she wanted something from them. †| Raelene then reflects on her newly enriched identity, as demonstrated through the motif of the snow globe. Within this globe is a symbol of her new-found religious faith, Jesus Christ. The holy figure becomes central to Raelene’s discovery of where she belongs in the world. | This is exemplified by Winton’s utilization of religious references, assonance and metaphor in the quote ‘snowed birds as the van rocked, birds like stars. ’ Through close reference to The Turning it is clear to see Tim Winton has skillfully crafted a text, which strongly demonstrates the influence of significant events on an individual’s discovery of identity, which is then revealed to allow the individual to discover where they belong in the world. |

The 1960’s - Rooster Essay -- Drama

The 1960’s - Rooster In expressive arts we are studying the theme of the 60’s. In our lesson we watched a dance called â€Å"Rooster†. Rooster was created for the Ballet du Grand Theatre de Geneve and first performed on October 10 1991 at the Grand Theatre de Geneve, Switzerland. It was first performed by Rambert Dance Company on 8 December 1994 at the Theatre Royal, Newcastle. Christopher Bruce (the choreographer), wished to celebrate the music and to use the qualities of the song to reflect the "sexual war" between women and men that he felt was revalent during his teenage years. He compared the image of a strutting cockerel with its fine feathers and the men dressed up to go out. Rooster is a creation of the 1960’s by using music, dance, gesture and costume to create the feeling of a Saturday night out. My first impression of the dance was very strange, as it opened with a man moving across the stage in a very strange way. A style of walk that the man did was a move where he slid his feet along the floor and jutted his head forward. This move reminded me of a bird, and was actually named the â€Å"rooster strut†. There are about 10 people in this dance, but there are 2 main dances throughout. I believe it shows what a normal night out in the 60’s was like. The costumes are very significant to the dance. The women wear a mini skirts, this relates to the 60’s because this was very fashionable at this time. It is a combination of black and red. This contra...

Children Education Special Needs Essay

This first chapter introduces you to an area of education that has greatly affected the lives of countless children in positive way. Together we will take a look at the radical change of thought that has taken place, not only in this country, but also in other parts of the world. This, in turn, has influenced our understanding of how we identify children who require special needs. Here you will see the unfolding scenario that greatly affects all of us as we are being introduced to various groups who are directly or indirectly associated with these children. They include parents, educators, legislators, and even our leaders. But in the very central spotlight are the children who are exceptional or who need special services. As you become acquainted with new terminology, keep your focus on the major trends outlined, especially as these are interwoven into later chapters, as they highlight issues related to groups of children with specific needs or exceptionalities. Focusing Questions 1. How have perspectives on treating individuals with special needs changed over time? 2. What are the major forces that affect individuals with special needs development? 3. How have families been instrumental in obtaining services for individuals with special needs or exceptional children? 4. What trends show that individuals with special needs or exceptional individuals are becoming more integrated into society? Chapter Outline 1. Who are the individuals with special needs or exceptional children? 2. Characteristics of those with special needs or Exceptional Children 3. Identifying students with special needs 4. Methods of educational provisions 5. Instructional strategies 6. Changing perspectives on special needs children or exceptional children 7. Environmental influences on special needs children or exceptional individuals 8. Families of special needs children or exceptional children 9. The special needs children and the school 10. The special needs children in the society 11. Issues Related To The Special Needs Children 12. Inclusive Education in Malaysia: Country Report 1. Who Are the Exceptional Children or Children with Special Need 2. Who Are the Exceptional Children or Children with Special Need Special education is the education of students with special needs or exceptional children in a way that addresses the students’ individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community. Some of the common special needs of these children include: challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. Special needs students benefit from additional educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area, or resource room. We define a child with special needs or exceptional child as a child who differs from the average or normal child in 1) mental characteristics, 2) sensory abilities,  3) communication abilities, 4) behavior and emotional development, 4) children with multiple and severe handicapping conditions, or 5) physical characteristics. These differences must occur to such an extent that in order to develop his or her unique capabilities, the child requires a modification of school practices, or special educational services. Perhaps the definition given is quite general. You might be asking: what is meant by average or normal? What is special education? How do we decide whether the child requires special education services or not? 2. CHARACTERISTICS OF SPECIAL NEEDS OR EXCEPTIONAL CHILDREN 2. CHARACTERISTICS OF SPECIAL NEEDS OR EXCEPTIONAL CHILDREN Children are considered educationally exceptional only when it is necessary to alter the educational program. As an example, a child is considered exceptional if he or she is unable to read or to master learning in the traditional way; or a child becomes bored by what is being taught in the classroom because he or she is far ahead of others. The term exceptional child can mean different things in education, in psychology, or in other disciplines. In education we usually group children of similar characteristics for instructional purposes. Some typical groupings are as follow: 1. Intellectual differences: This includes children who have high intellectual abilities as well as those who are slow to learner 2. Sensory differences: This includes children with auditory or visual impairments or disabilities 3. Communication differences: This includes children with learning disabilities, or speech and language disabilities 4. Behavior differences: This includes children who are emotionally disturbed or socially maladjusted. 5. Children with multiple and severe handicapping conditions: This includes children with combinations of impairments (for example – cerebral palsy and mental retardation; deafness and blindness) 6. Physical differences. This includes children with non-sensory disabilities that impede mobility and physical vitality When discussing a child as learner, we need to look at the complete portrait of the child itself, including the social and family context in which the child lives. These are the complex and unique forces which influence the child individuality. Once we recognize this, it is easier to choose the most appropriate instructional strategies and the most suitable learning environment. 3. IDENTIFYING STUDENTS WITH SPECIAL NEEDS 3. IDENTIFYING STUDENTS WITH SPECIAL NEEDS Some children are easily identified as candidates for special needs from their medical history – diagnosed with a genetic condition that is associated with mental retardation, brain damage, developmental disorder, visual or hearing disabilities, or other disabilities. Less obvious identification are students with learning difficulties. Two primary methods have been used for identifying them: i. discrepancy model – depends on the teacher noticing that the students’ achievements are noticeably below what is expected, and ii. response to intervention model – which advocates to earlier intervention. In the discrepancy model, a student receives special educational services for a specific learning difficulty (SLD) if the child has at least normal intelligence, and his academic achievement is below what is expected of with his or her intelligent quotient (IQ).. The discrepancy model recently has been criticized among researchers because diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence. Therefore an alternative approach has been identified. This approach i. identifies children who are having difficulties in school in their first or second year after starting school. ii. provides problematic children with assistance such as participating in a reading remediation program. iii. focuses on responses of these children on the intervention provided, then determines whether they are designated as having a learning disability. iv. ensures that those few who still have trouble may then receive designation and further assistance. Many experts believe that i. early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. ii. the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and iii.most parents and teachers place undue emphasis on academics In helping these children, their individual needs should be given a priority. Some of the critical issues need to be taken into considerations are: i. Services for these children should be customized to address each individual student’s unique needs. ii. Special educators should provide a continuum of services, in which students with special needs receive services in varying degrees based on their individual needs iii. Programs need to be individualized so that they address the unique combination of needs in a given student iv.Educational professionals need to use Individualized Education Programs (IEP) when referring to a student’s need v. They are being assessed for educational purposes i. e. to determine their specific strengths and weaknesses vi. All placement, resources, and goals are determined on the basis of the student’s needs vii. Should plan for accommodations and modifications to the regular program which include changes in curriculum, supplementary aides or equipment, and the provision of specialized physical adaptations that allow students to participate in the educational environment to the fullest extent possible. 4. METHODS OF EDUCATIONAL PROVISION 4. METHODS OF EDUCATIONAL PROVISION This can be broadly grouped into four categories, (using North American terminology): i. Inclusion: Students with special educational needs spend all, or at least more than half, of the school day with students who do not have special educational needs. Since inclusion can require substantial modification of the general curriculum, most schools use it only for selected students with mild to moderate special needs. Specialized services may be provided inside or outside the regular classroom, depending on the type of service. Students may occasionally leave the regular classroom to attend smaller, more intensive instructional sessions in a resource room, or to receive other related services that might require specialized equipment or might be disruptive to the rest of the class, such as speech and language therapy, occupational therapy, physical therapy, or might require greater privacy, such as counseling sessions with a social worker. ii. Mainstreaming: The practice of educating students with special needs in classes with non-disabled students during specific time periods based on their skills.  iii. Segregation: The practice of educating students in a separate classroom or special school. Some of the typical features are: * students with special needs spend no time in classes with non-disabled students * students may attend the same school where regular classes are provided, but spend all instructional time exclusively in a separate classroom for students with special needs * if their special class is located in an ordinary school, they may be provided opportunities for social integration outside the classroom, e.g. , by eating meals with non-disabled students iv. Exclusion: A student who does not receive instruction in any school is thus excluded from school. Exclusion may be described as * Those children with special needs which have been excluded from school, and such exclusion may still occur where there is no legal mandate for special education services, such as in developing and under developed countries * Children who are sick and need to be hospitalized; housebound children, or those detained by the criminal justice system. These children may receive one-on-one instruction or group instruction in hospital, at home, or the place where they are being detained. However, students who have been suspended or expelled from schools are not considered excluded in this sense. 5. INSTRUCTIONAL STRATEGIES 5. INSTRUCTIONAL STRATEGIES Different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications. An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is accessible to the student. Accommodations may be classified by whether they change the presentation, response, setting, or scheduling. For example, the school may accommodate a student with visual impairments by providing a large print textbook. This is known as a presentation accommodation. Examples of accommodations i. Response accommodation. Typing homework assignments rather than hand-writing them (considered a modification if the subject is learning to write by hand). Or by having someone else write down answers given verbally. ii. Presentation accommodation. Listening to audio books rather than reading printed books. Agencies like Recording for the Blind and Dyslexic and RNIB National Library service in the UK provide a variety of titles on tape and CD. These may be used as substitutes for the text, or as supplements intended to bolster the students’ reading fluency and phonetic skills. Similar options include designating a person to read text to the student, or providing text to speech software. Others include designating a person to take notes during lectures, using a talking calculator rather than one with only a visual display. iii. Setting accommodation. Taking a test in a quieter room. Moving the class to a room that is physically accessible, e. g. , on the first floor of a building or near an elevator; or arranging seating assignments to benefit the student, e. g. , by sitting at the front of the classroom. iv. Scheduling accommodations. Students may be given rest breaks or extended time on tests (may be considered a modification, if speed is a factor in the test). All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end of formal schooling. A modification changes or adapts the material to make it simpler. Modifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether and how the student is assessed, or any another aspect of the curriculum. For example, the school may modify a reading assignment for a student with reading difficulties by substituting a shorter, easier book. A student may receive both accommodations and modifications. Examples of modifications i. Skipping subjects: Students may be taught less information than typical students, skipping over material that the school deems inappropriate for the student’s abilities or less important than other subjects. For example, students whose fine motor skills are weak may be taught to print block letter and not cursive handwriting. ii. Simplified assignments: Students may read the same literature as their peers but have a simpler version, for example Shakespeare with both the original text and a modern paraphrase available. iii. Shorter assignments: Students may do shorter homework assignments or take shorter, more concentrated tests, e. g. 10 math problems instead of 30. iv. Extra aids: If students have deficiencies in working memory, a list of vocabulary words, called a word bank, can be provided during tests, to reduce lack of recall and increase chances of comprehension. Students might use a calculator when other students are not. v. Extended time: Students with lower processing speed may benefit from extended time in assignments and/or tests in order to comprehend questions, recall information, and synthesize knowledge. In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student. These are intended ultimately to increase the student’s personal and academic abilities. Related services include developmental, corrective, and other supportive services as are required to assist a student with special needs. This includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services. In some countries, most related services are provided by the schools; in others, they are provided by the normal healthcare and social services systems. As an example, students who have autistic spectrum disorder, poor impulse control, or other behavioral challenges may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given extra cues to signal activities. 6. CHANGING PERSPECTIVES ON SPECIAL NEEDS CHILDREN 6. CHANGING PERSPECTIVES ON SPECIAL NEEDS CHILDREN In the nineteenth and twentieth century, medical profession was the first profession that gave significant attention to exceptional children. The attention was on the unique characteristics of the children that helped to diagnose their condition and treatment. They gave very little attention to the environment, the family, the culture and its influences on those children. For example if a child was blind or mental retarded, it was accepted that the problem was entirely within the child. The basic problem was to find ways to help the child adapt to the surrounding world. As programs for exceptional children expanded, it became clear that exceptional child involved a mix of the individual’s characteristics which needed to  take into account the demands of the environment on each individual. With this, the concept of exceptionality moved from a medical model, which implies a physical condition or disease within the patient, to an ecological model which sees the exceptional child in complex interaction with environmental forces. 7. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS 7. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS In order to understand exceptional children, we have to understand the environment in which the child exists. The child is at the center of a complex network of forces: the family, the school, and the larger society. As the child develops, the impact of each of these forces changed. For example, the family may be very important in early years, but in later years, school and society become more important. Even though t he influence of parents on the child is undisputable, bur psychologists and educators also believe that children have a powerful influence on their parents. A child who is hyperactive or has difficulty giving attention can create negative reaction among other members of the family. This will increase the child problem. Thus we need to look at both the effects of the family and the personal characteristics on the child. On the other hand, the school environment exerts a significant influence on the developing individual. Social forces and values can also influence exceptional children. The acceptance or non acceptance of the society on the handicapped children can affect the parents to cope with the exceptional child. Thus we can say that family, school, and society leave greater impact on the ability to cope with exceptionality than the individual or the nature of the exceptionality itself. 8. FAMILIES OF SPECIAL NEEDS CHILDREN 9. FAMILIES OF SPECIAL NEEDS CHILDREN One of the important elements in the ecological setting of any child is the family. For the exceptional child, the critical role of the family environment is more visible. For normal or able-bodied person, it is difficult to understand what it is like to have a handicapping condition. We can try to understand physical handicap, blindness and deafness through simulation. But still to those who have been handicapped from birth they do not have the visual, auditory and motor memories to help them. In fact it is harder to imagine what it is like to be mentally retarded – i. e. not to understand what is going on around them. Imagine failing at almost every tasks and what that does to an individual. Similarly it is hard to grasp the problems of the gifted of superior ability child, who cannot understand why others cannot see what is so obvious to him or her. Having exceptional children can happen to anyone, regardless of educational background, family status or financial standing. Society at large has begun to appreciate the pain and stress of parents having a child who is handicapped, and to realize the important of external support to maintain their equilibrium under those circumstances. Most parents with a severely handicapped child must cope with at least two major crises. The first is the symbolic death of the child who was to be – the loss of their dreams and hopes. Expectant parents have high hope for the unborn child – for success, for education, and for financial security. The second crisis is more challenging: the problem of providing daily care for their exceptional child. For example, the child who is autistic or cerebral palsied is often difficult to feed, to dress, and to put to bed. The thought that the child is not going to go through normal developmental process weighs heavily on them. 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL School is not only a center for learning but also a social training ground. School provides opportunities for the child to develop skills and knowledge that will allow him to adapt to the society, to respond to adult requirements, to interact with his peers, to form friendships, and to learn how to work cooperatively with others. For exceptional children school becomes particularly important in getting special kinds of assistance to become productive adults. Schools should carry out the responsibilities of providing a free public education for all children. In the past handicapped students have been deprived of the education because of the perception that these children did not fit into the established program. However in recent decades the schools have accepted their role more positively in giving equal education for all. 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY. The most revolutionary changes over the last few decades were the society’s view and acceptance of exceptional individuals as contributing members of society. However, it is helpful to understand the history of special needs children. The concept of giving education to every child to the highest performance possible is relatively new idea. The use of the term exceptional is itself a reflection of radical change in society’s view of those who differ from the norm. There are roughly four stages in the development of social attitudes toward children and adult with handicaps: 1. During the pre-Christian era where handicapped children were neglected or mistreated. 2. During the spread of Christianity, those children were protected and pities. 3. In the eighteenth and nineteenth centuries where institutions started to be established to provide separate education for exceptional children 4. In the latter part of twentieth century, we see a movement toward accepting people with handicaps and integrating them into society to the fullest extent possible. 11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN 11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN. 1. At-Risk Students At risk students (those with educational needs that are not associated with a disability) are often placed in classes with students who have disabilities. Critics assert that placing at-risk students in the same classes as students with disabilities may impede the educational progress of people with disabilities. Some special education classes have been criticized for a watered-down curriculum. [ 2. Inclusion The practice of inclusion (in mainstream classrooms) has been criticized by advocates and some parents of children with special needs. This is because some of these students require instructional methods that differ from typical classroom methods. Critics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational provision for these students who depend on different instructional methods in order to learn often fall even further behind their peers. Parents fear that their children would continue to lack behind from the rest of the class and thereby impair the academic achievements of all students. (NOTE: Discussion on Country Report) 3. Eligibility Criteria Some parents, advocates, and students have concerns about the eligibility criteria and their application. In some cases, parents and students protest the students’ placement into special education programs. For example, a student may be placed into the special education programs due to a mental health condition such as obsessive compulsive disorder, depression, anxiety, panic attacks or ADHD, while the student and his parents believe that the condition is adequately managed through medication and outside therapy. In other cases, students whose parents believe they require the additional support of special education services are denied participation in the program based on the eligibility criteria. 4. Severely disabled children It is debated whether it is useful and appropriate to attempt to educate the most severely disabled children, such as children who are in a persistent vegetative state. While many severely disabled children can learn simple tasks, such as pushing a buzzer when they want attention, some children may be incapable of learning. Some parents and advocates say that these children would be better served by substituting improved physical care for any academic program. 13. INCLUSIVE EDUCATION IN MALAYSIA: COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA 14. INCLUSIVE EDUCATION IN MALAYSIA: COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA National Education Philosophy * To reinforce the direction and goals of national education. * It emphasises holistic and integrated education. * To nurture well-balanced students physically, emotionally, spiritually and intellectually Vision: Excellent Schools and a Glorious Nation. Mission: Developing Individual Potential through Quality Education Overview of the system: INCLUSIVE EDUCATION: Welcome all learners regardless of their characteristics or disadvantages and addressing the diverse needs of all learners by reducing barriers within the learning environment. Adopting more holistic definition of inclusive education Inclusive education means that all students in a school, regardless of their differences, are part of the school community and can feel that they belong. The mandate to ensure access, participation and achievement for every student is taken as given. (Department of Education, Tasmania, 2006) Building †¦ a school community where students are not only valued and respected but also involves social connectedness and creates a feeling of belonging among the students (DISABLED + NON DISABLED). Inclusive education in Malaysia is illustrated by the opportunity to gain access (without gender bias) to quality education for all, including ‘At Risk’ children/adults, namely: * Children with special education needs; * Indigenous children (Orang Asli & Penans); * Children in hospitals (Schools in Hospital); * Young convicts and juveniles (IS & HGS); * Undocumented or stateless children; and * Indigenous adults (Adult education classes) Malaysia Embraces Inclusive Education * 2003: Compulsory primary education * 2008: Free education or fully funded schooling (No school fees or examination fees) * Support program: Textbooks-on-loan, boarding facilities, scholarships, allowances, food & nutrition and school health. * Curricula for specific groups: Modified/alternative curriculum for children with special needs, special curriculum for indigenous pupils and special learning modules for indigenous adults * Remedial and enrichment programs to reduce gaps in 3Rs. LEGISLATION ACT 550 – EDUCATION ACT (1996) Chapter 3 – Compulsory Education: Minister to provide primary education for all 29A. (1) The Minister may, by order published in the Gazette, prescribe primary education to be compulsory education. Chapter 8 – Special Education 40. The Minister shall provide special education in special schools established under paragraph 34(1) (b) or in such primary or secondary schools as the Minister deems expedient. Power to prescribe the duration of and curriculum on special education 41. (1) Subject to subsections (2) and (3), the Minister may by regulations prescribe —. (a) the duration of primary and secondary education suitable to the needs of a pupil in receipt of special education; (b) the curriculum to be used in respect of special education; (c) the categories of pupils requiring special education and the methods appropriate for the education of pupils in each category of special schools; and (d) any other matter which the Minister deems expedient or necessary for the purposes of this Chapter. Below are illustrations of the acts: ACT 685 – PERSONS WITH DISABILITIES ACT PWDs (Persons with disabilities) (2008). 36. (1) The Government and the private healthcare service provider shall make available essential health services to persons with disabilities which shall include the following: a. prevention of further occurrence of disabilities, immunization, nutrition, environmental protection and preservation and genetic counselling; and b. early detection of disabilities and timely intervention to arrest disabilities and treatment for rehabilitation INTERNATIONAL LEGISLATION a. Convention on the Rights of the Child, UNESCO (12th December 1989) b. Jomtein World Conference on Education for All, UNESCO (1990) Article 1: Meeting Basic Learning Needs Every person – child, youth and adult – shall be able to benefit from educational opportunities designed to meet their basic learning needs c. Salamanca Statement 1994: School should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions d. Dakar Framework for Action (2000) Article 7(i): Expanding and improving comprehensive early childhood care and education for the most vulnerable and disadvantaged children e. Biwako Millennium Framework for Action 2002: Towards an Inclusive, Barrier Free & Right-based Society for Persons with Disabilities f. Convention on the Rights of Persons with Disabilities 2006 TYPES OF CHILDREN WITH LEARNING DISABILITIES 1. Children with Pervasive Development Disorders (PDD), Autism, Asperger Syndrome, Rett Syndrome, Childhood Disintegrative Disorder or PDD-NOS. 2. Children with Specific Developmental Disorders – Speech & Language, Cognitive Skills, Motor Function and mixed specific developmental disorders. 3. Children with chromosomal disorder : (Angelman/Prader Willi Syndrome, Down Syndrome , Klinefelter Syndrome†¦) 4. Children with other Developmental Disorders (Apert Syndrome, Goldenhar, Syndrome, Noonan Syndrome†¦) 5. Children with Specific Learning Difficulties – Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, etc. 6. Children with Emotional Behavioural Difficulties – ADD, ADHD, CD, ODD, etc. 7. Children with multiple disabilities. EARLY IDENTIFICATION & INTERVENTION Early Identification a. Literacy and Numeracy Screening (LINUS) b. Checklist (Screening instrument) : Identify children for special needs to be referred for diagnosis by registered doctors EARLY AND TIMELY INTERVENTION a. Special Education -. * Trained teachers, teaching styles, classroom environment, curriculum, extracurricular activities and assistive devices. * Special Education Service Centres Special Education Service Centre: a. Facilities: * Audiology room * Low vision room * Occupational therapy room * Physiotherapy room * Psychology room * Multi-sensory room * Common Rehab Corner and * Toy library. b. Personnel: * Audiologist * Speech pathologist * Peripatetic * Physiotherapist * Occupational Therapist * Educational and/or Clinical Psychologist. c. Services: * Audiology * Individual/Group Speech Therapy * hearing aids and Braille maintenance * low vision and mob.

B122 Tma 1

In 1999 Asda became a subsidiary of the largest retailer in the world, Walmart. Asda operates within the UK grocery market and currently rank second. Asda's main area of business falls into the food sector and boast 500+ stores nationwide. Asda is a variety retailer stretched over numerous sectors, which include, entertainment clothing and footwear. It is considered a multi-channel retailer, with a blend of store locations and growing online presence. Asda's stores are traditionally, large purpose built units located on the outskirts of a town, much like Walmart stores in the USA.Similarities continue throughout the UK operation, with the Walmart culture permeating through stores amongst all 143000 ‘Colleagues'. Furthermore, matching Walmart's low-price operational strategy. My role within this retailer is a part time night replenishment colleague. Economic. The UK unemployment figures are an important aspect of the economy for Asda to watch as fluctuations can hugely effect su pply and demand, impacting future sales. Higher unemployment, means Asda will see a greater demand on lower priced goods.Asda promotes its self as being a ‘low priced' retailer, so, it may also be fair to expect an influx of new customers increasing demand further. Reacting quickly to a change in the economic climate can increase the chance of gaining market share. Utilising their immense buying power, Asda can demand lower cost prices from suppliers, facilitating demand from an expected shift in consumer buying. Considering international manufacturers, where the GBP proves particularly strong may also be one way of achieving higher profit margins.Social and Cultural Management considering a particular location for a new Asda store must measure the concentration of the local market and consider Social and Cultural forces. They can help determine if an area is understored and demand is present. Statistics of particular interest are likely to be, age ranges, population density, income ranges, level of car ownership and local transport links. Use of gravitational models will help determine the ‘pull’ of a store location. Huff’s (1963), is one such model and aims to predict this.The model calculates the probability a shopper is likely to visit our new store against local intertype retailers in its strategic group. Retailers within Asda’s group are likely to be Tesco or Sainsbury’s. In addition, analysing the demographic and cultural make up of the area should provide good indication of products and services best suited for our new store. For example, if our considered area had recently had a high level of Eastern Europeans settle then incorporating a generous ‘world foods’ section within our assortment would make sense.However, if the area had an very low level of ethnic diversity there would be little demand and focus elsewhere would prove more profitable. Technology. The introduction of Smart-phones in recent years has given customers power to access price comparison sites while in-store. Potentially this trend poses a huge threats for Asda â€Å"with these devices, customers have all of the power of the Internet at their fingertips to enable them to shop smarter† (Mobile Commerce Daily,2011) Potentially this trend poses a huge threats for Asda.An increase in store waste, particularly of perishable goods as well as loss of sales to rival retailers. Additional pressures to control costs, namely wages, to ensure the store remains profitable despite loss in sales. Political and Legal. Asda sell a range of tobacco products as part of their supermarket assortment. These products are usually sold from individually manned Kiosks, separate from the main store. In an effort to address the problem of young people taking up smoking, government are forcing retailers to cover tobacco products out of view with metal roller shutters.Other measures include a raise of the legal purchase age of suc h products and further tax increase on tobacco. Operationally, managers will need to establish good procedures which will keep inconvenience to a minimum. Other than the initial cost of installing the shutters, additional expenses relating to employee training costs should be considered. Furthermore, political and legal forces could negatively impact customer flow, which may lead to a dip in impulse buys (confectionery) and commission earners (lottery) sales.Both are often located at the kiosk and are add-on purchases to tobacco. Ecological. Environmentalists are keen to highlight links between waste management in businesses, global climate change and weather. Business' who manufacture, distribute and/or use products have been attributing to global warming, all processes expel greenhouse gasses which have major repercussions on the planet. According to waste legislation business' must establish ‘a system that ensures waste producers or those handling waste follow the waste hie rarchy (i. e. revention, reuse, recycling, recovery, disposal)' ( Surrey County Council, 2012) This forces business' to consider waste management throughout their infrastructure. Managers would have needed to assess the supply chain and identify areas where improvements can be made. There are likely to be initial expenses for man hours, new equipment and facilities. Very recently Asda has seen the effects of global climate change directly impact their business. Extreme weather has lead to mass flooding in areas in the UK. In these areas trade would certainly diminish while neighbourhoods recover from the disaster.Stores may also have experienced damage to buildings and stock. A further example of this force affecting Asda. In order to identify Asda's competitors, firstly I need to establish the number of other retailers and their size also operating in the same sector, food grocery. According to market share statistics, in the 12 weeks to 7 Aug 2011, based on similar sized operation , Asia’s direct competitors were Tesco, Sainsburys and Morrisons. This is highly saturated sector due to the number of large retailers operating within it. 12 wks to 7 Aug 2011 Tesco 30. 5 % Asda 17. % Sainsbury’s 16. 1 % Morrison’s 11. 7 % (guardian. co. uk[-;0], 2011) Further competition may come from retailers entering the sector. A high number of entrants may indicate the market is highly competitive, however, high levels of retailers will also leave if the competition is just too high. Kwik Save is a good example of this, ‘It struggled to make profits in the 21st century as superstore operators such as Tesco[->1] and Sainsbury's[-;2] introduced their own budget brands (wikipedia. org,2012). Kwik Save promoted themselves as a low-priced grocery retailer.Kwik Save are expected to make a return to the market this year and may become another threat to Asda as they previously operated by similar strategies. Establishing which of the competitors offer produ cts most similar to Asda's assortment will be another indicator, as the level of competition will intensify where a competitors assortment proves to be a suitable substitute to Asda's own. All four of the major grocery rivals do offer similar products and services. Asda and Tesco offer financial services and online catalogue shopping via ‘Tesco Direct' and ‘Asda Direct'.Both compete highly on price and have been known to enter into price wars in order to gain market share. They have similar target markets and operational strategies. Although, Tesco has chosen to delve into the UK convenience sector and also dipped their toe into international markets both have proven a great success. In a similar fashion Asda has expanded further into multi-channel retailing opening ‘Asda Living' stores which offer wider ranges of clothing, home ware and childcare goods. These manurers have helped differentiate the businesses.Sainsbury's and Morrison's in turn offer similar product s and also have an online presence, Sainsbury's also offer financial services. Both have partnered with retailers operating in other sectors, Sainsbury's with Homebase a DIY chain and Morrison's with Kiddiecare. com. Although Sainsbury's has introduced a recent price promise to be cheaper on ‘branded' products than their competitors, they differentiate their offering through focusing on quality. Asda has counter-attacked this by introducing lines that have been modified and re-branded as superior in taste and quality, while still low on price.How Asda might need to manage colleagues with the introduction of Climate Change Legislation. Senior Asda managers will need to establish how the legislation affects them, what changes need to be made within the business and how costly it will be. Discussions about the changes with all departments involved. HR will need to address recruitment matters, ensuring suitably skilled people are in place. This may involve recruiting from within t he business and providing the most suitable colleague with specific training.Or looking outside Asda for those who already posses adequate experience in the area of Waste Management. This may be a preferred option if the business has time constraints, although may result in higher extrinsic costs. Once a plan has been put in place, new procedures established, then information needs to be cascaded down through the hierarchy. Delivering this information via training courses which may also save on company time and money. Other benefits of this style is a number of colleagues can receive the same information at the same time, rather than individually.It is important that everyone receives the same information and it is communicated clearly for understanding. Managers can then go on to monitor colleagues periodically through appraisals. Appraisals can help assess colleagues, making sure the new procedure is being incorporated correctly into their day-to-day duties. Monitoring colleagues performance can highlight problems and identify further training requirements. Referencing Guardian. co. uk(2011)'Supermarkets:Changing Market Share'[Online],http://www. guardian. co. uk/[-;3] (Accessed 21 June 2012)Mobile Commerce Daily (2011) ‘Are mobile price comparison apps a threat to retailers? ‘ [Online],http://www. mobilecommercedaily. com/ (Accessed 21 June 2012) Surrey County Council (2012) ‘Important-details of future English environmental legislation and consultations' [Online], http://www. surreycc. gov. uk/ (Accessed 21 June 2012) Wikipedia (2012)'Kwik Save' [Online], http://en. wikipedia. org/ (Accessed 21 June 2012) [-;0] – http://www. guardian. co. uk/ [-;1] – http://en. wikipedia. org/wiki/Tesco [-;2] – http://en. wikipedia. org/wiki/Sainsbury%27s [-;3] – http://www. guardian. co. uk/(Accessed

10 Things Not to Include on Your ResumeÂÂ

10 Things Not to Include on Your Resume   Apart from the cardinal sin of clichà ©s (â€Å"I’m a hard worker† or â€Å"I’m a team player†), there are a few general no-nos to resume-writing. Make sure not to let any of the following sneak into your resume and you’ll never be laughed out of the â€Å"maybe pile.† 1. Typos and mistakesCheck your spelling, punctuation, formatting, and especially grammar.2. An overly casual toneThe time to be cool is at happy hour, once you have the job! Keep your resume 100% professional.3. Clichà ©sWe said it once. We’ll say it again. Find a new, fresh way to express that you’re a team player or a hard worker without resorting to tired, meaningless language.4. Multiple pagesStick to one. Clean and simple. Remember, hiring managers don’t have a lot of time. They’ll appreciate the effort you make to keep things short and sweet.5. Fancy formattingJust say no to background colors, borders, graphics, hearts, or happy faces. Keep it clean.6. Third personKeep things in the first person. â€Å"My responsibilities included†¦,† â€Å"I managed†¦,† etc.7. EmojisSeriously. Just don’t.8. Saying stupid things about yourselfDon’t give a hiring manager any material to joke about in the coffee room. Make sure you have someone read through your resume before sending it out, just so you make sure you don’t say anything cringeworthy.9. A juvenile email addressYou might think it’s really cute to have hotdogbro@me.com, but no one else does. Some combination of your first and last names at a reputable service provider will do just fine.10. A loony fontDon’t use comic sans just to be original. Don’t use script. Don’t use anything fun. Pick a totally boring and professional font if you want your resume to actually get read.

Best Writing Blogs for Aspiring Authors

Best Writing Blogs for Aspiring Authors If youre an aspiring author, you dont have to fly solo. Even if you cant yet afford an agent, coach, or degree, you can find plenty of helpful resources on the Internet. The following websites will help you improve your writing skills, teach you more about your favourite genre, and give you the publishing tips you need to succeed. Write to Done: Unmissable Articles on Writing Write to Done is a collection of helpful articles for writers in all disciplines, from marketing to fiction. If you have a question related to writing, youll most likely find an answer here. Whether you want to learn how to cope with criticism, improve your grammar, generate titles, or write an entire novel, youll get that information here. writetodone.com Daily Writing Tips If the technical aspects of writing plague you, check in at Daily Writing Tips. A sort of online style guide, DWT is run by a team of editors and writers. These professionals publish an article every day on grammar, punctuation, vocabulary, spelling, and general usage and style. Trying to figure out if you need to hyphenate a term or swap your semicolon for a colon? You can look here. dailywritingtips.com Advice to Writers: Writerly Wisdom of the Ages Advice to Writers is the companion site to Advice to Writers: A Compendium of Quotes, Anecdotes, and Writerly Wisdom from a Dazzling Array of Literary Lights. This book was authored by Jon Winokur, a prolific writer who assisted Burt Reynolds and James Garner with their memoirs. The homepage of the site features inspirational quotes from fellow writers. Youll also find links to resources of all types, including dictionaries, interviews with famous authors, other blogs, podcasts, and much more. advicetowriters.com Writers Digest: Write Better, Get Published This comprehensive site offers a number of tools for aspiring authors: competitions, workshops, tutorials, webinars, articles, writing prompts, and links to professionals such as agents and manuscript reviewers. You can also subscribe to the weekly newsletter or frequent the forums and exchange ideas with your peers. writersdigest.com Writers Relief: Authors Submission Service This site is designed for those writers who dont want to be businesspeople. Focus on your craft, and then turn it over to Writers Relief. The staff will generate query letters, proofread your work, submit manuscripts to publishers, track responses, and much more. Choose from one of the multifaceted service plans, and get back to what you do best. writersrelief.com Short Story Flash Fiction Society The Short Story Flash Fiction Society focuses exclusively on brief fiction. On this site, youll find everything you want or need regarding short stories and flash fiction: information on both types of writing, free stories to read, writing contests, guest posts, helpful videos, and a shop offering inexpensive resources to help you write. shortstoryflashfictionsociety.com Romance University: R U Ready? If youve always dreamed of writing the next great Harlequin romance, then Romance University is for you. This site is tailored exclusively to authors of love stories, from the innocent to the erotic. The groups mission is to empower writers, entertain readers, and understand men. (Even if youre not into the romance genre, that last item might be worth checking out!) romanceuniversity.org Science Fiction Fantasy Writers of America SFWA is a professional organization for authors of science fiction, fantasy and related genres. Esteemed past members include Isaac Asimov, Anne McCaffrey, Ray Bradbury, and Andre Norton. The sites own description says it all. Here, you can browse through various blogs and resources, and discover more about various genre awards. Become a member and reap even more benefits. sfwa.org Fantasy Authors Handbook: Advice for Authors of Science Fiction Fantasy Fantasy Authors Handbook is a site that offers a number of helpful posts on the technical aspects of writing your fantasy book. Youll learn how to make the most of Microsoft Word and how to use index cards to outline your story. You can also check out tutorials, links to other sites, and a number of related resources. So stop fantasizing about becoming a renowned writer, and use this site to embark on your journey to authorhood. fantasyhandbook.wordpress.com The Official Blog of the Society of Childrens Book Writers and Illustrators If writing little stories for little people is your calling, dont miss this site. Geared toward childrens literature specialists, the SCBWI blog contains a number of posts by different experts, all aimed at helping you produce high-quality reading materials for youngsters. scbwi.blogspot.com The Internet has made it easier than ever for people to write professionally; however, that fact might be overwhelming to you. With so much information available online, and so much competition, it may be difficult to know where to start. Pick the site that speaks to you and start reading. Youll soon be motivated to make your dream come true.

Sustainability Financial Analysis Project Research Paper

Sustainability Financial Analysis Project - Research Paper Example 3). While assessing and selecting companies for inclusion to the DJSI, various corporate economic, environmental and social performance factors are taken into consideration. These factors include, but are not limited to: corporate governance, brand management, risk and crisis management, climate change mitigation, supply chain management, strategy for emerging markets, environmental policy, water related risks, raw material sourcing, human capital development, social reporting (DJSI Annual Review, p. 50). All these and other factors specific to each industry belonging to the three pillars mentioned above are also known as a concept of a triple bottom line. Nike Inc. was chosen for analysis. The company is included in the DOW Jones Sustainability United States Index and belongs to the consumer goods industry (category: Footwear). The non-DJSI company that will be analyzed and compared to Nike Inc is the Jones Group Inc. ... Supplier power. Many western countries domestically manufacturing the footwear can’t effectively compete within the mainstream market and much of the footwear offered within this market is outsourced to low-cost manufacturing regions, particularly South-East Asia (Footwear Industry Profile: United States 14). However, many western suppliers have increased their supplier power through differentiation techniques, such as high-end designer footwear and specialist foortwear for specific needs (Footwear Industry Profile: United States 14). New entrants. The threat of new entrants to the foortwear retail market is considered to be strong, mainly due to relatively low fixed costs for retail operations (Footwear Industry Profile: United States 15). Threat of substitutes. Overall, the threat of substitutes to the market is weak as footwear is a basic necessity (Footwear Industry Profile: United States 16). Degree of rivalry. There is a high degree of rivalry among large retail groups, which dominate the market (Footwear Industry Profile: United States 17). However, there are also many smaller retailers that co-exist within the market. Footwear market is broadly diversified by retailers, varying from large supermarket chains to apparel retailers and dedicated shoe retailers (Footwear Industry Profile: United States 17). Company Business Strategy Analysis As Don Blair, CFO in of NIKE Inc. claimed, â€Å"Innovation is at the heart of NIKE, Inc.'s business growth strategy† (NIKE, Inc. CFO, Don Blair, on Sustainability n.p.). At NIKE, Inc., a sustainability strategy is an integral part of its business strategy. Sustainability is perceived