Inclusion Of Visually Impaired Students

Inclusion Of Visually Impaired Students Education aims to ensure that that all students gain access to skills, knowledge and information that will prepare them in life. Education becomes more challenging as schools accommodate students with diverse backgrounds and SEN needs. Meeting these challenges demands schools to have an inclusive education. Inclusive education brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. There is now greater recognition that the special needs agenda should be viewed as a significant part of the drive for Inclusive Education (Ainscow, M 1995). The idea is that the concept of integration is being replaced by a move towards inclusive schooling/education. Integration demands that additional arrangements will be made to accommodate pupils with disabilities within a system of schooling that remains largely unchanged (Ainscow, M 1995 p 2). Inclusive education, on the other hand, is a larger and prior concept (Flavell, L 1996, p 5) and aims to restructure schools in order to respond to the learning needs of all children (Male D, 1997). An Inclusive school ask teachers to provide individualised support without the stigmatisation thats comes with separation, and to provide opportunities where all students can learn together in an unrestrictive environment where the quality of their education is not compromised. Appendix 1.1 shows a model of inclusive provision (Dyson, A et al, 2004). Inclusion is not just for student and staff but for governors, parents and the local community (Flavell, L 2002). Research on effective inclusive schooling has shown schools improve thorough whole school responses and not just by teaching strategies that include all learners (Ainscow,M 1994). Appendix 1.2 shows characteristics of these schools (Ainscow, M 1991; Hopkins, Ainscow and West, 1994) 1.2 Legislative Context The amendments to the 1995 Disability Discrimination Act (DDA) Part IV regulations came into effect on 1 September 2002 via the Special Education and Disability Act (SENDA, 2001). It requires school to implement the part of the Act that prevents such institutions from discriminating against students on the grounds of their disability. It is therefore mandatory for all teachers, including MFL teachers to make reasonable adjustments to allow full participation by students with disabilities. Appendix 1.3 is the overview introduction to the DDA while Appendix 1.4 is the DDA Part VI. 1.3 Fullhurst Community School Policy The legislation makes it clear that all teaching staff is responsible for the provision for students with SEN and/or disabilities. (TDA, 1999) Appendix 1.5 shows specific duties under the DDA outlined by the TDA (TDA, 1999) for use by schools. Thomas (1992) states that the whole school community should be involved in developing a policy on the organisation of support in the classroom. The Code of Practice (DfE 1994) calls for all schools to have a special Education needs Policy with outlines the agreed practice at each stage in meeting the needs of pupils. As required by law all schools who receive government funding are expected to have a written SEN policy with regard to the Code of Practice. Fullhurst Community School has a comprehensive policy which is mandatory for all staff to be familiar with. It includes their guidelines, accessibility, definitions, SEN status, provisions, referral information, learning needs and conditions. Appendix 1.6 is a partial copy of the Fullhurst Community School Guide to SEN. 2. Visually Impaired Students 2.1 Inclusion of visual impaired students It is estimated that there are around 25,000 children and young people in Britain from birth to 16 with a visual impairment of sufficient severity to require specialist education service support. (www.rnib.co.uk) In the report entitled Education of the Visually Handicapped (Department of Education and Science, 1972) commissioned by the British government in 1968, it recommends that blind and partially sighted children would benefit from being educated in the same schools. It did, however, also support the general concept of integration of children with visual impairments (VI) into mainstream schools. Further reports, such as The Warnock Report (Department of Education and Science 1978) and the subsequent Education Act (1981) consolidated that right of children with SEN to placement in local schools, with the consideration of the efficient use of resources. During the 70-80s there was a steep rise in the LEA services for children with VI (visual impairment) and an increase in local schools education of VI students supported by qualified in school support workers or peripatetic specialised teachers (Douglas et al, 2009). As this enrolment increased in mainstream schools, specialised schools for the blind were closing or adapting encompassing students with more complex needs (McCall, 1997). The Code of Practice for SEN (Department of Education) accepted that the needs of most children with SEN could be met within mainstream schools but took a moderate stance on inclusion by emphasising the importance of maintaining a continuum of provision for a continuum of needs (Hornby, 1999, p 153). By 2000 inclusion of VI children in mainstream schools had become well documented in policy and practice. Legislation continued to strengthen the rights of SEN children in local schools, culminating in the previously mentioned SENDA (2001) amendments to the 1995 DDA. Appendix 1.7 and 1.8 highlight research and statistics pertaining to VI students in local schools. 2.2 Visual Impairment and Modern Foreign Languages No matter what their educational level, the visually handicapped often display a marked talent for learning foreign languages. This seems to be the result of a particular aural sensitivity and the memory training which forms part of the rehabilitation process. (Nikolic, 1986 p222) The major aspect of work in the modern languages is that while other curriculum areas use communication to teach the subject content, MFL use content to teach communication (Couper, 1996). MFL classrooms rely heavily on non-verbal method of communication and in most classrooms the visual sense plays a dominant though not exclusive role (Couper, 1996 p 7). 2.3 Adaption of teaching practise and materials In traditional MFL learning, teachers use visual projectors, flashcards, wall posters, gesturing, mime and facial expressions to teach, however literature on teaching MFL to VI advocates using different means. Realia, enlarges pictures, mobiles are recommended to introduce new vocabulary and using games such as noughts and crosses, hangman and board games to enhance knowledge. Price (1994) and Couper (1996) show that the adaption of materials for use in class is a time consuming and costly process and as such teachers often have to adapt materials themselves. Appendix 1.9 shows a self-audit for inclusive modern languages lessons: planning teaching, learning and support provided by the TDA (2009) which allows teacher to observe and try out certain methods to keep their classroom inclusive. Lewin-Jones and Hodgson (2005) outline strategies which can be used by teachers to ensure an inclusive classroom. Strategies such as using students names more frequently or touch (once pre-approved before) have been known to work effectively (Jones, 2004). Adapting the way you ask questions e.g what is the man in green doing? to what is the angry man doing? Teachers have to adapt the lesson to include repetition other than using the white boards but through the speaking and listening skills. AFL strategies such as thumbs up or down can be used simply instead of traffic lightsystem where VI students may have difficulty colour differentiating (Appendix 1.9a). McCall (1997) postulates that these changes help, not only the learning of the VI students, but potentially all students learning. From the skills in language learning: reading, writing, listening and speaking; reading and writing can be troublesome for VI students as it is difficult to skim/scan text or move between text and answers or locate specific information within texts quickly. Nikolic (1986) compounds this difficulty adding that that trouble lies in the infrequent contact a VI student has with the written form. Ways must be found for students to access these skills. In MFL it is important for mixed skill activities. This will allow VI students to team up listening and speaking, where traditionally they may be stronger with reading and writing where they may be weaker (Couper, 1996). 2.4 The learning Support Worker VI students often get accompanied to lessons by classroom assistants or specialist teachers (LSW). Their role is not to take the job of the teacher but to enable the learning of the student. It is fundamentally important that students continue to be independent and in control of their learning, the LSW can provide aid in practising dialogues, spontaneous and reading from cue cards. Studies show that the quality and quantity of the work provided by LSWs who speak French fluently is greater than those who dont (Lewin-Jones and Hodgson, 2005). 3. Inclusive Teaching in Year 7 with a Visual Impaired student 3.1 Student X My year 7 French class contains a VI student. On learning this I set about making steps to better inform my planning. I accessed the school SEN policy taking particular attention to the section on visual impairments. Appendix 1.10 shows the SEN guide pertaining to VI. I organised a meeting with the school SENCO and with the students LSW. Appendix 1.11 outlines the material provided by the school SENCO to all teachers of student X. It includes details pertaining to what s/he can see, what s/he needs in the classroom brailler, laptop, hardcopies in font N48 of anything taught on a PowerPoint or at a distance. Appendix 1.12 shows information I learned from the SENCO and the LSW in our meetings and Appendix 1.13 shows student Xs school IEP. From this information I was able to start planning knowing students Xs needs and limitations implementing inclusive strategies. 3.2 Implementation of inclusive strategies ~ Differentiation by support: LSW Student X is entitled to extra disability related funding. This allowed them to have a full time LSW with fluent French accompany her to her French classes. From my meeting with the LSW we were able to work with the scheme of work module 2 and produce a comprehensive vocab list that the LSW was able to adapt in preparation for the term. Appendix 1.14 has the schools Yr 7 SOW. In order for all materials to be correctly adapted lesson plans had to be submitted minimally 1 week in advance. However, having a fluent French speaker as an LSW allowed for ad-hoc French learning for student X. The LSW was able to explain to student X additional tasks. Appendix 1.15 is a lesson evaluation showing how the LSW explained an ad-hoc task I had the students do on something which they were having problems. (avoir v etre). My Teaching I had to adapt my teaching style. As I had no training and the school provided me with some information I had to use what I had learned from the meetings and from learn as you go and learn from your mistakes approaches. Spelling out words I was writing and also reading aloud everything that was being written on or projected onto the white board were things I quickly picked up after hearing the LSW spelling out what I was writing in my first lesson. Appendix 1.16 is a lesson evaluation form from my first lesson teaching this Yr7 class. As student X is an invaluable source of how s/he learns I had 2 meetings with student X and the LSW. Appendix 1.17 included minutes of the first meeting. Regarding AFL I implemented thumb up or thumb down policy. Appendix 1.18 shows lesson plan showing this ~ Differentiation by resource: ICT All power point and ICT work was sent to students X LSW before each class. It allowed student X to use her JAWS software (appendix 1.19) to access the information. An example of such use is appendix 1.20 where student X was able to access one of the lesson tasks and submit her answer by print while the other students handwrote theirs. As the term progressed I was adapting to use aural repetition to strengthen knowledge of vocabulary and phrases. Appendix 1.20 shows an ERF form during my placement highlighting increased use of repetition. Braille Assistive technology benefit the VI but according to Argyropoulos, Martos, and Leotskakou (2005, p 185) the cultivation of literacy skills may be delayed significantlyà ¢Ã¢â€š ¬Ã‚ ¦., and illiteracy may be increased. Because of this it is important for student X to use braille to have exposure to the written form of French while would ensure written accuracy. Appendix 1.22 has various examples of work adapted into Braille while some of them have been corrected by the LSW, as I cannot do this. In assessment student X is therefore no longer at an advantage at spelling as they have been viewing and using the correct version through braille. Tactile Pictures One of Students X preferred methods to learn new vocab is using tactile images. This allows student X to mentally perceive the image using touch. S/he is in essence picturing the same image as the students who are seeing the image. Appendix 1.23 is a photocopy of the tactile images of animals I used while teaching animal vocabulary. Handouts As previously discussed all handouts are in a font N48. Appendix 1.24 illustrates examples of adapted hand outs for students Xs exercise book and also for listening tasks completed in class. ~ Differentiation by task: An area where some of the more reasonable adjustments were made within the classroom. Student X has no problems engaging in listening and speaking tasks once the hand outs/instructions are in braille / correct font size. However when the student is using ICT /power point to do tasks it had to be adopted for student X. Appendix 1.25. shows an example where student used information on the overhead to match questions with possible answers , while student X had the questions and answers were separately printed for them and then could join them up. Appendix 1.26 shows examples of the Differentiated by section of lesson plan where the tasks are differentiated by the students needs. The subject content is still the same just different how they work with it. Concerning assessment feedback it was essential to go through it verbally with the student. While giving positive award postcards I was able to liaise with the LSW to get the material out into braille. An example of this is shown in appendix 1.27 Student X is then able to access the feedback and comments whenever is convenient. 4. Implications of teaching a student with VI Some of the key highlights and finding I learned with my practical experience teaching VI students are outlined below. A comprehensive and effective school policy The more adaptable teachers can make their classes the more schools can become inclusive. Adapting lessons to with certain SEN can have a benefit for other SEN and all students in general. It becomes clear that planning is the key element and the earlier you have it done the easier adapting the material by experts can be. Similarly it means the easier you can change your lessons as required Teachers have to allow extra time for preparation of classes, assessments tests and exams (Ornsin- Jones, Courtney, and Dickinson, 2005). Teachers have to allow additional time for VI students to complete their work Appropriate training should be provided where there are resources and sessions within the MFL department. It is not enough for meeting but teachers need to observe strategies for inclusion of VI in practise. In terms of MFL teaching there are little resources or sharing of experiences (Stephens and Marsh, 2005). By extension schools should be able to keep on file work done in braille and differentiated resources for future use. Teachers must be confident engaging students with disabilities, especially those with additional support. Prior discussion with the support workers can help strengthen your ability to do so during the lessons and allow you to improve you teaching practices both within and outside the classroom. 5. Conclusion The success of children and young people with visual impairment in mainstream schools is heavily dependent upon the quality of support that is available to them (Mason and McCall, 1997 p 412 ) As figures show more and more VI students are being educated in mainstream schools it is therefore important to have systems in place to help train and educate teachers who are teaching VI students. Evidence shows that special schools have played roles in supporting and training when necessary (McCall et al, 2009). As children with more complex needs enter local schools, the demands on the professional skills of those supporting them can only increase. According to Sutcliffe (1997) Effective inclusion of students with VI relies not only on the provision and appropriate access using differentiated resources, support or tasks but also on the administrative and day-to-day management of the learning environment. Schools need effective policies, a drive for inclusion behaviour, and training for all staff. Also required is a creative, hardworking staff that put the needs of all their students at the top of their agenda. For individual teachers, Orsini-Jones, Courtney, and Dickinson (2005) advise that there may be tension at times due to reasonable adjustments but that if teachers can identify the barriers and remove them for SEN students then you are creating an inclusive environment and positive atmosphere. References Ainscow, M. (1994). Special Needs in the Classroom: A Teacher Education Guide. Kingsley/UNESCO. Ainscow, M. (1995). Education for All: Making It Happen. Keynote address presented at the International Special Education Congress, Birmingham, UK, 10-13 April 1995. Ainscow, M. (Ed.) (1991). Effective Schools for All. London: Fulton. Argyropoulos, V., A. Martos and B. Leotskakou. 2005. Blind students and spelling: An investigation into Braille literacy skills. Proceedings of the ICEVI conference 2005: Education- Aiming for Excellence, 180-5. http://www.icevi-europe.org/chemnitz2005/iveci-chemnitz2005.pdf. Bender, R. (1970). The Conquest of Deafness. Cleveland: Western Reserve University. Bray, M., Clarke, P .B. and Stephens, D. (1986). Education and Society in Africa. London: Edward Arnold. Carmen, R. (1996). Autonomous Development: Humanizing the Landscape An Excursion into Radical Thinking and Practice. London: Zed Books. Cole-Hamilton, I Vale, D. (2000) Shaping the Future The Experiences of Blind and Partially Sighted Children and Young People in the UK London: RNIB Department for Education (1994) Code of Practice on the Identification and Assessment of Speical Education Needs. London: HSMO Department for Education and Science (DfES) (2001a) The Special Educational Needs and Disability Act London: HMSO DfES (2001b) The Special Educational Needs Code of Practice Nottingham: DfES Dickinson, A. 2005. Dont panic (smile)! How visually impaired students access online learning and giving realistic guidelines to academic staff at Coventry University. International Congress Series 1282 :386-40 Dovey, K. A. (1994). Non-formal educational strategies as a means of effecting positive change in instructions of formal education in South Africa. Journal of Practice in Education and Development, Vol. 1, No.1, pp. 15-20. Flavell, L. (2001) Preparing to Include Special Children in Mainstream School: A Practical Guide London: David Fulton Hmilton, Elizbeth, Kathleen Prime, Christine Gibson, Eric Caron, Jeffrey Rathlef, and HeidiFischer. 2006. Students who are blind or visually impaired accessing foreign languages. Mobility International USA. http://www.miusa.org/ncde/tipsheets/foreignlang/. Kilnkosv W., Sekowski, and M. Brambring. 2006. Academic achievement and personality in University students who are visually impaired. Journal of the visual impairment and blindness 100, no. 11: 666-7 Lewin-Jones, J. and Hodgson, J. (2004) Differentiation strategies relating to the inclusion of a student with severe visual impairment in higher education (modern foreign languages) British Journal of Visual Impairment 22/1:32-36 Lewin-Jones, J., and J. Hodgson. 2004. Differentiation strategies relating to the inclusion of student with a severe visual impairment in higher education (modern foreign languages). British Journal of visual impairment 22, no. 1: 32-6 Lomas, Janet. 1997. Support for pupils within Mainstream Provision. In Visual Impairment: Access to education for children and young people, ed. Christine Arter, Heather Mason, Steve Mc Call, Mike McLinden, and Juliet Stone,. London: David Fulton Male, D. (1997) Including pupils with profound and multiple and severe learning difficulties in Smith, B. (ed) The SLD Experience; Kidderminster: British Institute of Learning Disabilities (BILD). Mc Call, Steve. 1999. Acccessing the curriculum. In Children with visual impairment in mainstream settings, ed. Christine Arter, Heather Mason, Steve Mc Call, Mike McLinden, and Juliet Stone, 29-40. London: David Fulton Milligan, J. (2002) DDA Part IV Implications for visually impaired students, Visability, Winter 2002 Nicolic, T. (1986) Teaching a foreign language to visually impaired children in school, Language Teaching. Nikolic, T. 1986. Teaching a foreign language to visually impaired children in school. Language Teaching 19, no. 3: 218-31 Orinsi-Jones, M., C. Courtney, and A. Dickinson. 2005. Supporting foreign language learning for a blind student: A case study from Coventry University. Support for learning 20, no. 3: 146-52 Richardson, J., and A.W.N Roy. 2002. The representation and attainment of students with a visual impairment in higher education. British Journal of visual Impairment 20, no. 1: 37-48 Richardson,J. Roy, A. (2002) The representation and attainment of students with a visual impairment in higher education, British Journal of Visual Impairment 20/1 Stevens, A., and D. Marsh. 2005. Foreign language teaching within special needs education: Learning from Europe-wide experience. Support for learning 20, no. 3: 109-14 UNESCO (1993). Special Needs in the Classroom: Teacher Resource Pack. Paris: UNESCO. www.rnib.co.uk

Is College Degree Essential Essay

Is college degree really worth all the money spent and the effort put in it? Right now in our socirty a college education is no longer a option or a privilege. Without a college degree, you might as well becomes a homeless because if you don’t have a college degree you really aren’t anybody in this society.With a college degree, you get a good job, people give you more respect and you broraden up your knowledge. To me a college degree is essential for my future in order to be successful. First reason, college degree is essential is that it will lead me to get a really good job in the future. Being a college student perhaps more respectable role than being a janitor, lunch lady or a cook in a restaurant. When people know you as a college graduate, they give you more respect than just any ordinary person. With a college degree you get nice well-paying careers where you don’t have to break your neck and working your body to death. Even my parents motivate me more to stay in college because I don’t want to grow up and do the job that they doing now. Second reason why college is important is you gain respectful from people. For example my older brother who is a college graduate from Northwestern university gets more respect from all my family members and outsiders too. They look at him as not any ordinary person, but as a person who has accomplished a major goal that not everybody who starts finish. I know I will hain the same respect from people once I get my college degree. A degree is not just any other paper. It’s a special dcosument that will lead me to the right places in the future. It’s not good to be labeled as a college dropout or high school dropout. I would rather be preferred to be labeled as a college graduate not drop out. Another reason why college is essential is not only leading you to a good job, but also it prepares you with academic knowledge about the around you.  Most people are irerlate and don’t even know much about the world they live in due to the fact they didn’t finish high school or go to college. Most people excuse for not going to college is money. Yes that’s true but, there are so many resources out there to help you get into college if you’re willing to go. The way things are going now, the only way to make it through is by getting a college degree. Even with some simple jobs out there, you need some sort of degree in order to be hired. College degree is really essential for my future because I want to make a difference and help out my family in Ghana who didn’t have the same opportunity as me to go to college. Most teens out there take education for granted and don’t care much about it. In conclusion having a college degree is for your own benefit. It will lead you to many grate places in the career industry. Yes is a lot of money and work but it’s really worth it. I know that in four years from now I will be really happy that I went to college and didn’t play around with it. Nobody can ever take your education from you it’s your god given rights.

Food Adulteration

Effect of food adulteration on the health of people Abstract of the report: Introduction to Food Adulteration: Adulteration – is a term legally used to define any kind of food product that does not meet the standards set by the centre or the state. The Prevention of Food Adulteration Act states that any substance that may be used for adulteration can be called as an adulterant. †¢ Adulteration could mean any of the below: Substitution with a cheaper or inferior quality substance – in part or whole †¢ Articles being packaged and kept under conditions that are classified as insanitary †¢ Any food article infested with insects, or consisting of decomposed , rotten or filthy stuff †¢ Substance being obtained from an animal affected from disease †¢ Articles containing poisonous materials †¢ Articles that contain coloring substance that has not been prescribes for use or contains a prescribed coloring substance beyond the prescribed limits †¢ The above point is true for preservatives as well Quality of an article is not up to the prescribed standards As a part of this report, we intend to explore the effects that food adulteration has on the health and lives of the victims, look at some of the most common forms of food adulteration that takes place in our country as well as around the globe. We will also briefly look at the laws that are in place to protect us from food adulteration and their implications on controlling food adulteration. Another major focus point of our report will be to identify ways that enable people to identify whether a food product is adulterated or not.

St. Jerome as Cardinal essays

St. Jerome as Cardinal essays As you enter the fascinating Frick Collection- a labyrinth like art museum held in the former mansion of Henry Clay Frick- you come across some of the best known paintings by some of the greatest European artists in history. Among the paintings, major works of sculpture, eighteenth century French furniture and porcelains, enamels, oriental rugs, and other works of remarkable quality (like mansions own rich architecture, neoclassical design, and elegant decorations), you come across the most eye catching painting in the collection: St. Jerome as Cardinal. This portrait can be found in the mansions Living Hall, which is one of the nineteen rooms displaying art in the collection. This room only displays portraits of a single person; instead of presenting group portraits or portraits of un-personified subjects. High in the center of the Living Hall, painted by El Greco, stands the portrait of St. Jerome as a Cardinal. This centerpiece painted around 1590-1600 depicts a fourth century Roman Scholar dressed in the robe of a cardinal and resting his hands on the Vulgate his Latin translation of the Bible. In fact, as explained by the museums Acostguide Inform Audio Tour, St. Jerome spent many years of his life devoted to the scriptures, translating the Greek and Hebrew writings into Latin. Furthermore, it is believed that he lived as an acetic in the dessert praying for what he thought would forgive him for his love of pagan writings. St. Jeromes non-expressive, elongated face and long beard sets the serious tone denoted in the room. Do to where and how it is displayed (above eye level and lit as if it were on center stage), the painting tends to attract the attention of visitors before the other portraits do so. Aside from these facts, the paintings illuminating colors tend to glow out of the portrait like a neon sign ...

Advice on Writing an Effective Personal Statement

Advice on Writing an Effective Personal Statement Definition A personal statement is an autobiographical essay that many colleges, universities, and professional schools require as part of the admissions process. Also called a  statement of purpose, admissions essay, application essay, graduate school essay, letter of intent, and goals statement. The personal statement is generally used to determine a students ability to overcome obstacles, achieve goals, think critically, and write effectively. See Observations and Recommendations below. Also see: Compose a Narrative Essay or Personal StatementCritical ThinkingIllustrationNarrationPersonal EssayPersonal LetterRevision and Editing Checklist for a Narrative Essay Observations and  Recommendations Get good advice[T]he essay or personal statement began as a gauge of student enthusiasm (Why in particular do you wish to attend Bates College?). Over the years, it has been called upon to do other work: to capture how the applicant thinks; to reveal how he or she writes; to uncover information about values, spirit, personality, passions, interests, and maturity. . . .Admissions officers, counselors, teachers, and students in my survey rated what matters most in an application essay. All four groups agreed that the most important criteria are correctness, organization, specific evidence, and an individual style. . . .As an applicants best chance to plead his or her own case, the essay is a valuable piece in the admissions puzzle. Students need the advice of someone who knows them well to put together a convincing case, and parents are great resources, with their firsthand information about and commitment to their children.(Sarah Myers McGinty, The Application Essay. Chronicle of Hig her Education, January 25, 2002) Get startedIts difficult for most people to write about themselves, especially something personal or introspective. The following suggestions may help your creative juices to flow.Consult friends and relatives for ideas. . . .Take inventory of your unique experience, major influences, and abilities. . . .Write an experimental creative essay in which you are the main character. . . .Assemble your applications and determine how many essays you must write. . . .Get feedback from others before completing your final draft.(Mark Allen Stewart, How to Write the Perfect Personal Statement, 4th ed. Petersons, 2009) Keep it realAuthenticity is what matters in personal statements, in my experience. Strong writing and scrupulous proofreading are essential, but most of all, the topic and the expression must bring alive in the minds and hearts of the readers some aspect of the real teenager writing the statement. . . .Writing a strong personal statement calls upon you to observe your real life, a s it is, and get it on paper. Your best writing will emerge when you slow down to notice and record not just what happened, but also the small sensory details that make up the important and challenging events of your life. In a nutshell: Keep it real; show, don’t tell.(Susan Knight, director of college placement at the Urban Assembly School for Law and Justice in Brooklyn. The New York Times, September 11, 2009) Make it relevantWith so many students getting similar grades, personal statements are often all that universities have to go on, says Darren Barker of the Universities and Colleges Admissions Service (Ucas). That’s why we advise applicants to take them seriously. . . .â€Å"You need to express yourself concisely and give thought to what universities are likely to regard as relevant, he says. If you have done work-shadowing in the field in which you have chosen an academic course, that’s obviously a plus. But even extra-curricular things on your CV can be worth including. . . .Personal statements are just that, personal. . . . This is about youwho you are, where you have come from and where you want to go. Bluff, spin a line, pretend you are something you are not and you will be found out.(Julie Flynn, Ucas Form: A Very Personal Statement of Intent. The Daily Telegraph, October 3, 2008) Be specificA possible area of discussion in your personal statement might be around what led you to pursue medicine as a career. You could discuss the courses, people, events or experiences that have influenced you and why. Discuss your extracurricular activities and why you participated. Tell about your educational experiences and summer internships. When doing so, write chronologically. . . .Be specific and do not exaggerate. Be philosophical and idealistic, but be realistic. Express your concern for others and share your unique experience that had a profound effect on your career choice. Express all of these things, but show your sense of value, partnership, independence and determination.(William G. Byrd, A Guide to Medical School Admission. Parthenon, 1997) FocusStatements may be weak for several reasons. The most foolish thing you can do probably is not to proofread what you write. Who wants to hire someone who turns in a statement with spelling, grammatical, or capitalization errors? An unfocused statement is also not likely to help you. Hiring institutions like to see focus, clarity, and coherence, not a stream-of-consciousness approach that seems incoherent to the reader, however coherent it may seem to you. Also, do not just say what you are interested in. Say what you have done about your interests.(Robert J. Sternberg, The Job Search. The Portable Mentor, ed. by M. J. Prinstein and M. D. Patterson. Kluwer Academic/Plenum, 2003) Know yourselfAdmissions officers say the most successful essays show curiosity and self-awareness. Says Cornells [Don] Saleh: Its the only thing that really lets us see inside your soul. While theres no one right formula for soul baring, there are many wrong ones. Its disastrous to write, as a Rice applic ant did, of what he could bring to the University of California. A self-absorbed or arrogant tone is also a guaranteed turnoff. Exhibit A: a Rice essay beginning, I have accumulated a fair amount of wisdom in a relatively limited time of life. Exhibit B: a Cornell applicant who set out to describe the indescribable essence of myself.(Jodie Morse et al., Inside College Admissions. Time, October 23, 2000)

The Benefits of Gender Diversity in the Workplace Research Paper

The Benefits of Gender Diversity in the Workplace - Research Paper Example Owing to such reasons, it is deemed to be necessary for both profit oriented as well as non-profit organizations to engage and accept the notion of diversity with regard to gender for the reason of attaining increased creativeness as well as productivity (Rosado, 2006). Gender Diversity in Workplace The idea of gender is primarily based on the dissimilarities of features amid the individuals of different sex. These features act as a basis which discerns the males from the females. It is also based on the feelings of an individual of being a male or a female. Gender diversity generally relates to the proportion or ratio of the overall males to the overall females. The degree of diversity signifies whether the distribution of the genders is equal or it is distributed unevenly (Walter, 2012). Greater degree of diversity within a certain organization with regard to age is known to offer increased viewpoints as well as generation of fresh ideas. It is even considered imperative for the re ason of augmenting the competence in terms of comprehending the requirements of the customers. The aspect of diversity in relation to gender in the workplace assists in triggering an ensuring increased degree of sales for the organization. Gender diversity is also considered important for an organization for the reason of ensuring the sustenance of their respective operations. The notion of gender diversity relates to the actuality of the existence of variation in terms of the genes with regard to a species. The factor of genetic diversity makes it likely for a specific populace to become accustomed to the surroundings along with responding to the usual selection. The degree in relation to genetic disparity is considered to be the foundation of speciation. This specific factor is known to pose an influence regarding the ways individuals act together and perform or conduct oneself with respect to the other individuals present in the organization (Green, Lopez, Wysocki, & Kenper, 2011 ).. As a result of the mounting globalization in the industrial sector gender diversity has surfaced as quite an essential aspect for the modern business organizations. Gender diversity with regard to workplace has been defined as the comprehension and recognition of employees of both the genders. The major guiding forces of gender diversity within the workplace are the women employees. It is worth mentioning that during the recent days, business organizations have noticed the highest level of female employees in the workplace. Consequently, the number of families possessing dual income sources has also augmented along with the numbers in relation to working mothers who are single (Green, Lopez, Wysocki, & Kenper, 2011). Gender Diversity and Its Implications Gender diversity with regard to the workplace is noticed to prove gainful for the employers as well as the employees. The employees working in the same organization are likely to be quite reliant upon each other in terms of thei r work. In this context, the individuals of different genders significantly require to develop mutual respect for the reason of enhancing their productivity. Diversity in the work place can work quite effectively in boosting the marketing opportunities of the organization. It can further facilitate in encouraging creative activities amid the individuals and can also aid in recruitment activities

Strategy Implementation - NIKE Essay Example | Topics and Well Written Essays - 750 words

Strategy Implementation - NIKE - Essay Example For a large capital company, these continued gains are an amazing performance. This paper is a strategy implementation for Nike. (Nike Inc., 2012) While the statistics above shows strength in Nike’s strategy, this ratio has several limitations. It does not account for the money’s time-value, in addition to the risk associated, with an investment or stock (Harper, 2012). The ratio also overvalues investments as the equation overlooks long-term costs in favor of short-term savings. Finally, since they can be calculated using different criteria, these ratios have a problem with consistency. The Inventory Turnover of a company, in accounting, is a measure of the frequency at which inventory is used or sold in a set period, for example, a year (Ozyasar, 2012). The equation for its calculation involves dividing the cost of goods sold by average inventory. It is also referred to as stock turnover or inventory turns. For Nike, the inventory turnover has been dropping, although not drastically. These ratios show that while Nike does well with money collection, it has much slower in selling or using inventory in the past three years. (Nike Inc., 2012) This ratio has several limitations. ... Finally, low inventory levels could lead to lost sales. The inventory turnover ratio fails to tell the organization if it could have sold extra if it had higher stocks. Nike intends to move its global organization into organizational learning and sustainable practices with an aim to increase sales (Balch, 2012). These strategies are also aimed at spreading the appreciation of sustainability through the entire organization, as well as demonstrate value to customers and business. In the 21st century, successful integration of corporate responsibility with the heart of the business is mandatory. Nike is adopting environmental efforts aimed at being part of its wider sustainability program. Nike is striving to minimize the negative impacts, which their processes have on the environment during the product life cycle from design all the way to manufacturing. They are also extending this to the products post-consumer use, as well as the product’s ultimate disposal. They have institut ed a program called NEAT that strives to recycle manufacturing waste left over from shoes (Balch, 2012). The solid waste from Nike shoes, especially cured rubber used for the manufacture of soles, is now converted into new soles This is expected to create value addition to the consumer since they are environmentally friendly, which is now a major global issue. This builds on one of the company’s core values; doing things with a difference as standing still is seen as dangerous while failure to take risks is seen as more dangerous. For Nike, collaboration is vital if they are to stay ahead with innovation (Balch, 2012). They are thus continually seeking insight from regular athletes and partners from inside and outside the industry, with an aim to improve