Antisocial Behaviour Essay

In Britain antisocial behaviour between young people is a widely argued subject in the British media. More and more Brits at the age 13-18 are dropping out of school or work-based training and refuse to return. These young people are more than likely to face criminal action possibly leading to a fine or community sentence. But when we are talking about the term â€Å"Anti-social Behaviour†, then we need to know what it exactly means. The British â€Å"crime disorder act† of 1998 describes the term â€Å"†¦ n anti-social manner, that is to say, in a manner that caused or was likely to cause harassment, alarm or distress to one or more persons †¦ † So to simplify, Antisocial behaviour is when a person is forced by his or hers environment to cause harassment to one-self or the persons surroundings, and as far as I understand the subject antisocial behaviour does not have to be of criminal nature, but it is more than likely to be so. In 2007 the percentage of 16 to 17-year-olds not in education, employment or training was 9 percent. It is exactly these young people who are the targets for becoming antisocial. So how do you make sure that these unfortunate teenagers don’t end in this so unfortunate situation and is it possible to force the teenagers to behave in a more civilised way? There are actually many suggestions for a solution to this nationwide problem. Some of them are quit controversial and are more likely to stop antisocial teenagers doing crime, than to prevent teenagers to not at all become antisocial. One of these alternative solutions is the â€Å"Mosquito† which is a sonic device that gives out a piercing noise audible only to teenagers and people in there early twenties. This device has been installed as a â€Å"yob† (slang for an antisocial person) deterrent at nearly 3,000 locations such as grocers and shopping malls across Great Britain. This Mosquito is a camouflaged speaker box not larger than shoebox and it sends out a pulse at 18 kilohertz which in the last end will give the young people acting antisocial in front of the store a terrible headache so they quickly leave the store. This method of fighting antisocial behaviour among teens has been shown very effective. In some stores in the UK crime outside the stores had dropped by 83 % since the device was installed. The device has actually earned so much respect among shopkeepers and government officials that some are considering that the Mosquito should be obligatory by law in most public places by night. So it is quite obvious to see all the positive aspects but not all are so enthusiastic. Chief constables in Britain say they are scared the Mosquito is going to infringe human rights. Authorities say that the device is indiscriminating and that people should consider the effects on the young people, because not all young people are antisocial yobs. So you can see that the meanings about the Mosquito vary quite a lot. The device is very effective against the teens that already are in the antisocial environment but the device is not at all preventive. So what could be done if you the British teenagers to not even think about becoming antisocial. The British former PM Tony Blair wants to force errant schoolchildren back to school by using dedicated truancy officers which will be deployed in the 200 schools with biggest yob and truancy problems. This plan spans over using more than ? 70m to stamp out antisocial behaviour, as well as 24,000 community support officers will also be conducting these truancy sweeps so they can force the teens back to school. The plan does also include tougher punishments to the yobs when they get caught. This is of course a very controversial method to tackle antisocial behaviour but it could be showing really effective because it is preventive and helps the teenagers in trouble before they become antisocial yobs. But of course as mentioned by opponents of the plan, the plan is so ambitious and expensive that it more looks like â€Å"a mish-mash of gimmick and spin† than an actual plan, which within realistic measures would be preventive without costing the country enormous amounts of money and labour. So here we have two very different plans which in two very different ways will deal with two very important parts of the subject antisocial behaviour among British teens. I do not think that there is any exactly solution to this very important problem in British cities, small towns and schools but of course the Mosquito has already proven its worth in more than 3,000 locations with success and has made it safer for those people being harassed by the yobs in the public. But unfortunately the Mosquito does not help educating the teens; it just makes the yobs find an other place for them to be at. The most important factor in this case is that you need to stop the antisocial behaviour in its process and not when it already has affected the young teenagers. So perhaps Tony Blair’s plan is the right way to do it, though I personally believe that the plan is way too focussed on hard punishment than in are pedagogical way. I don’t believe that tough punishment is the way of teaching youngsters today.

Eva’s Print Shop

Eva’s – – Print Shop: tripled bottom line operates as a social business and a corporate structure divided in terms of it’s two businesses some horizontal connection between the teams but not a clear functional structure hybrid between functional and divisional innovative features: social business (mohamed yunous) – integrating the production (commercial) and the teaching (social) business side – bringing in money to sustain the organization social side 2002 – they used to be funded by federal grants BUT caveat w. overnment funding required the trainees to be paid†¦ issue: these are homeless youth and they are being taken off the streets – giving them homes and are taught basic survival skills on how to live, and take care of themselves any kind of not for profit formula has strict guidelines which is why they switched because it was counter intuitive to the social goal. Case: Who: (names and position): – Andrew Macdo nald and the Advisory Board (primary stakeholders) – Eva’s initiatives What: (Key Issues): – Whether or not to expand and if so how Why: (Root Causes): Funding Will the business side fund the social side?Need to help more at risk youth is pressing – growing problem When (Timeline): – No, just as it works for the company – Changing the funding has put some constraints on the economic business, BEP Analysis: (application of course concepts, models, theories): – Performance: changing in funding formula away from government funding was made after 2005 strategic review – allowed Eva’s Phoenix †¦Ã¢â‚¬ ¦.. How did this impact its organizational design?Strategy: integration of its social and commercial elements of the enterprise – triple bottom line, includes environmental – uses Bullfrog Power Models: – triple-bottom line – effectiveness measures: goal approach – internal process model: h ow does the training side interact with the commercial side? How are conflicts resolved? resource model: by choosing bullfrog power, they may be paying more for their power but using homeless youth – they may be comprising their efficiency and quality – Balancing Act between the 2 – Professionalism – more professional you’re staff, the more you have to pay them Decision Criteria 1. ncrease youth participation 2. increase efficiency on the economic business side 3. feasibility and funding 4. keeping or increasing the synergy 5. no compromise the social or environmental objectives for the business objectives 6. complexity in the design structure 7. maintaining your volunteers Alternatives: 1. Keep the structure the same but tweak it, make economic more efficient (incremental efficiencies) 2. Grow the business using the same structure – just bigger 3. Grow geographically – replicating the model in different cities where there is a simila r need 4.Separate the print shop and the social initiatives Evaluation of Alternatives 1. Incremental efficiencies will allow for more professionalism and customer focus – some basic training before anyone works in the print shop handling customer materials – meets a, b, c & d 2. Growing the†¦ Recommendation/Implementation/contingency – finding a suitable location – must find advisory board and volunteers – securing funding to run a similar operation – finance volunteer – finding customers and sales volunteer – onnecting with volunteer agency in the designated city to source homeless youth and discuses details on how to manage the process hiring staff with the expertise needed to run both the print side and the social side create and accountability Constrains – Budgetary issues – Timelines Downside Risk: – Failure of program – volunteer not committed – Not find youth who are interested in staying and learning new skills – Not enough customers Contingency: partnering with a local social agency and try to implement the program using their infrastructure and recourse while providing your expertise

Short Run and Long Run

A2 Markets & Market Systems Short Run and Long Run Production|   | As part of our introduction to the theory of the firm, we first consider the nature of production of different goods and services in the short and long run. The concept of a production functionThe production function is a mathematical expression which relates the quantity of factor inputs to the quantity of outputs that result. We make use of three measures of production / productivity. * Total product is simply the total output that is generated from the factors of production employed by a business.In most manufacturing industries such as motor vehicles, freezers and DVD players, it is straightforward to measure the volume of production from labour and capital inputs that are used. But in many service or knowledge-based industries, where much of the output is â€Å"intangible† or perhaps weightless we find it harder to measure productivity * Average product is the total output divided by the number of units of the variable factor of production employed (e. g. utput per worker employed or output per unit of capital employed) * Marginal product is the change in total product when an additional unit of the variable factor of production is employed. For example marginal product would measure the change in output that comes from increasing the employment of labour by one person, or by adding one more machine to the production process in the short run. The Short Run Production FunctionThe short run is defined in economics as a period of time where at least one factor of production is assumed to be in fixed supply i. e. it cannot be changed.We normally assume that the quantity of capital inputs (e. g. plant and machinery) is fixed and that production can be altered by suppliers through changing the demand for variable inputs such as labour, components, raw materials and energy inputs. Often the amount of land available for production is also fixed. The time periods used in textbook economics are somewhat arbitrary because they differ from industry to industry. The short run for the electricity generation industry or the telecommunications sector varies from that appropriate for newspaper and magazine publishing and small-scale production of foodstuffs and beverages.Much depends on the time scale that permits a business to alter all of the inputs that it can bring to production. In the short run, the law of diminishing returns states that as we add more units of a variable input (i. e. labour or raw materials) to fixed amounts of land and capital, the change in total output will at first rise and then fall. Diminishing returns to labour occurs when marginal product of labour starts to fall. This means that total output will still be rising – but increasing at a decreasing rate as more workers are employed.As we shall see in the following numerical example, eventually a decline in marginal product leads to a fall in average product. What happens to marginal product is linked directly to the productivity of each extra worker employed. At low levels of labour input, the fixed factors of production – land and capital, tend to be under-utilised which means that each additional worker will have plenty of capital to use and, as a result, marginal product may rise.Beyond a certain point however, the fixed factors of production become scarcer and new workers will not have as much capital to work with so that the capital input becomes diluted among a larger workforce. As a result, the marginal productivity of each worker tends to fall – this is known as the principle of diminishing returns. An example of the concept of diminishing returns is shown below. We assume that there is a fixed supply of capital (e. g. 20 units) available in the production process to which extra units of labour are added from one person through to eleven. Initially the marginal product of labour is rising. * It peaks when the sixth worked is employed when the mar ginal product is 29. * Marginal product then starts to fall. Total output is still increasing as we add more labour, but at a slower rate. At this point the short run production demonstrates diminishing returns. The Law of Diminishing Returns | Capital Input| Labour Input| Total Output| Marginal Product| Average Product of Labour| 20| 1| 5|   | 5| 20| 2| 16| 11| 8| 20| 3| 30| 14| 10| 20| 4| 56| 26| 14| 20| 5| 85| 28| 17| 20| 6| 114| 29| 19| 20| 7| 140| 26| 20| 0| 8| 160| 20| 20| 20| 9| 171| 11| 19| 20| 10| 180| 9| 18| 20| 11| 187| 7| 17| Average product will continue to rise as long as the marginal product is greater than the average – for example when the seventh worker is added the marginal gain in output is 26 and this drags the average up from 19 to 20 units. Once marginal product is below the average as it is with the ninth worker employed (where marginal product is only 11) then the average will decline. This marginal-average relationship is important to understanding the nature of short run cost curves.It is worth going through this again to make sure that you understand it. Criticisms of the Law of Diminishing ReturnsHow realistic is this notion of diminishing returns? Surely ambitious and successful businesses do what they can to avoid such a problem emerging. It is now widely recognised that the effects of globalisation, and in particular the ability of trans-national corporations to source their factor inputs from more than one country and engage in rapid transfers of business technology and other information, makes the concept of diminishing returns less relevant in the real world of business.You may have read about the expansion of â€Å"out-sourcing† as a means for a business to cut their costs and make their production processes as flexible as possible. In many industries as a business expands, it is more likely to experience increasing returns. After all, why should a multinational business spend huge sums on expensive research and development and investment in capital machinery if a business cannot extract increasing returns and lower unit costs of production from these extra inputs? Long run production – returns to scaleIn the long run, all factors of production are variable.How the output of a business responds to a change in factor inputs is called returns to scale. * Increasing returns to scale occur when the % change in output > % change in inputs * Decreasing returns to scale occur when the % change in output < % change in inputs * Constant returns to scale occur when the % change in output = % change in inputs *    A numerical example of long run returns to scale| Units of Capital| Units of Labour| Total Output| % Change in Inputs| % Change in Output| Returns to Scale| 20| 150| 3000|   |   |   | 0| 300| 7500| 100| 150| Increasing| 60| 450| 12000| 50| 60| Increasing| 80| 600| 16000| 33| 33| Constant| 100| 750| 18000| 25| 13| Decreasing| In the example above, we increase the inputs of capital and labour by the same proportion each time. We then compare the % change in output that comes from a given % change in inputs. * In our example when we double the factor inputs from (150L + 20K) to (300L + 40K) then the percentage change in output is 150% – there are increasing returns to scale. In contrast, when the scale of production is changed from (600L + 80K0 to (750L + 100K) then the percentage change in output (13%) is less than the change in inputs (25%) implying a situation of decreasing returns to scale. As we shall see a later, the nature of the returns to scale affects the shape of a business’s long run average cost curve. The effect of an increase in labour productivity at all levels of employment Productivity may have been increased through the effects of technological change; improved incentives; better management or the effects of work-related training which boosts the skills of the employed labour force. |

Contextual studies Case Study Example | Topics and Well Written Essays - 1250 words

Contextual studies - Case Study Example I. Introduction (160 words) Costume and set design is an element of a movie production that tries to make a film seem real. Here the costumes and sets from two movies will be analyzed, for their ability to move the viewer backward and forward in time, making different worlds detailed, authentic, and ultimately, more believable. The movies that will be analyzed in each section are the movies The Hours and Peggy Sue Got Married. Costuming and set design can completely revolutionize the way a movie appears. If one has, as a director, sweeping visuals and detailed props, it makes an environment come alive with wonder. Costuming, especially in period pieces, definitely enhances the quality of a movie, because the people acting in the movie are much more likely to feel that they are part of a genuinely-created world, but that it doesn’t feel that it is created. It feels genuine, both to the performing artist creating the piece, as well as to the viewer. II. A Detailed World (400 wor ds) The details in the movie The Hours are chillingly accurate, from the decor in Virginia Woolf’s English house to the clothes that she wears, as well as the sets designed for the characters at the other levels in the movie. Similarly, in Peggy Sue Got Married, Peggy Sue’s â€Å"blast to the past† back to the ‘60s before her and her husband got married has some very good sets and costuming. Details in sets and costuming make a movie seem more real, to be sure. Details such as the particular hat that Virginia Woolf wore in The Hours and her furnishings in her house are definitely throwbacks to 19th-century England. In The Hours, Mrs. Brown (Richard’s mother) wears clothing that has an air of the ‘50s about it. Her household appliances and decor of her house are all post-war-inspired. The contemporary apparel that Meryl Streep wears in her appearance as Clarissa Vaughn (a friend of Richard’s) in The Hours, reflects the dress and style of a 21st-century woman living in Manhattan in New York. So do the furnishings in her own flat also reflect a modernistic tone with a homey and soft—versus aloof and austere—look. Her flat looks lived-in and accessible. In Peggy Sue Got Married, we are vaulted from Peggy Sue’s late 20th-century birthday party which has a cake on the set that is shaped in the form of a large letter â€Å"X,† symbolizing, subconsciously, that she has gotten divorced. This is a key prop that is used to set the scene of the movie. The fact that Peggy Sue wakes up as a high school student at her parents’ house is frought with reminders from the ‘60s. Peggy Sue wakes up in the nurse’s office after supposedly fainting while giving blood. Peggy Sue’s house is typical of a house in the ‘60s, with its architecture and appearance. Peggy Sue’s clothing is typical of a ‘60s female high school student—complete with a hoop skirt and a l etterman sweater. Some of the details in this movie--such as Peggy Sue’s future husband Charlie’s car, an old Mustang with flared sides, and the motorcycle ridden by poet-beatnik, black leather jacket-wearing Michael, whom Peggy Sue rides off with for an evening date—only enhance the quality of the movie, and make one feel the genuineness of the movie with its surroundings. Thus, this movie becomes more ‘real,’ as it were. III. An Authentic World (420 words) The worlds in both The Hours and Peggy Sue Got Married are authentic. This is because, in the movie The Hours, costuming and set design both contribute to the genuineness of the movie by having clothing and period pieces that evoke those particular time periods. The same is true of Peggy Sue Got Married. In The Hours, the flowered apron that Mrs. Brown wears, along with the decor of her ‘

Magical Healthy Goodies Case Study Example | Topics and Well Written Essays - 1250 words

Magical Healthy Goodies - Case Study Example This means, Magical Healthy Goodies wants to have a global outreach. The business of low calorie intake baked cookies, cakes, and pastries should attain international standards. Employees hired: Ms Alyaa Mohamed has been hired as personal assistant. Further, three chefs and three delivery boys are to be hired. The delivery boys would handle the local orders. A manager is to be hired to arrange for international delivery and shipping. An accountant is also to be hired. Ms Fatmah appoints herself as the CEO of the company. Business activities and products offered: Business activities include manufacture, customization, delivery, and shipping of the products. Products include low calorie intake baked cookies, cakes, and pastries. 1. The owner: â€Å"Effective executives do not make great many decisions. They concentrate on what is important. They try to make the few important decisions on the highest level of conceptual understanding.† (Drucker et al, 2001). Ms Fatmah has to function herself at the level of management accountancy. She must personally see the journal, ledger, and trial balance entries. Since this is the age of globalization and the company can aspire to develop international outreach with the laps of time, all financial records should be maintained in terms of US dollars. 2. The lender: Money should be borrowed from a bank that has international operations. The owner should check the previous annual reports of the bank. The stock value of the bank is also an important consideration. The lender, i.e., the bank must check Ms Fatmah’s ability to furnish collateral security. A reliable guarantor should be there. The capital reserves of the new company and the amount of cash in hand are important considerations of for the bank. 3. Competitors: In a competitive market, publicizing the financial records is generally avoidable. Ms Fatmah must keep an eye on her competitors, especially those who have launched public issue. Their

Constantine and Christianization Research Paper

Constantine and Christianization - Research Paper Example His mother was a Christian and it is assumed that her influence may have been a factor in his conversion, although this is based on speculation since there is no record relating to the reasons for his faith. He was undoubtedly a man of conviction who changed his spiritual allegiance out of sincere motives, but his individual beliefs do not explain the gradual consolidation of the Christian place which took place during his lifetime. In order to explore this fascinating period of history and explain the rapid process of Christianization in this period it is necessary to look at the political and economic conditions of the time as well as some of the religious and philosophical debates which were carried out in clerical and academic circles. Constantine became emperor of the whole Roman Empire in 324 at a time when most of the Roman authorities were convinced that the stability of the empire depended upon persecuting Christians and promoting the traditional polytheistic religion of Roman antiquity, while admitting some secular and philosophical debate drawn from the widely popular Greek culture of the time. According to Gill (1) Constantine’s conversion to Christianity was one major contribution to Western history but it is matched by his creation of the illustrious city of Constantinople, which became a model for other cities to follow and a rival to the glory of Rome. His massive building plan gave greater credibility to the Christian faith, particularly as he was interested in Church architecture and devoted significant sums of money to Christian projects. Constantine was a remarkably generous patron to the arts and architecture, leaving his mark on the history of European culture in the form of many ambitious buildings which together characterise what came to be known as Byzantine culture. Some important

Analysis of the costs and benefits of China`s economic reforms in last Essay

Analysis of the costs and benefits of China`s economic reforms in last decades - Essay Example The early reforms were more definite since they were responses to definite problems and crisis of that period. In the second phase, the reforms were adapted to new set of challenges and opportunities (Naughton, p.107). China has shown a remarkable economic progress after centuries of oppression by the Westerners. Recently the China Daily newspaper has conferred that the nation is an example to all nations who are struggling to stand on their own feet (Callick, 13). In 1991, General Secretary Jiang Zemin that temporary difficulties cannot prevent the Chinese from continuing to develop (Saich, 75). This paper is the best example of analysis of the pros and cons of China’s economic reforms in recent decades. In the early 1990s, China’s approach towards economy resembled any other transitional economies with emphasis on sustaining balanced and efficient financial policies. The principles objectives were to eradicate corruption, promote a developed market economy and maintain fair competition in the domestic market. China’s fiscal policies are mostly complex and have yield varying resulting in different phases of reform. The early reforms were more definite since they were responses to definite problems and crisis of that period. In the second phase, the reforms were adapted to new set of challenges and opportunities. China has shown a remarkable economic progress after centuries of oppression by the Westerners. Recently the China Daily newspaper has conferred that the nation is an example to all nations who are struggling to stand on their own feet. It has been rightly assumed that the conversion of China from state socialism to market economy has generated pervasive corruption. With constant changing of reforms, public official took the opportunity to fulfill their personal ambitions. The factors encouraging corruption became more apparent from the pre-reform era with officials submerged in informal relationships. Market reforms in China have paved the way for growing disparity among different sectors of the society. Since policies now are mostly market based, the former strong relationship between the Communist Party and the Labor has deteriorated. Chinese economy today focuses mainly on urban regions. The transformation phase of China can be educative but only from the perspective of the overall transition

Unit 13&14 Essay Example | Topics and Well Written Essays - 750 words

Unit 13 - Essay Example The film scenario exemplified Andrew being discriminated from undertaking his responsibilities as a lawyer upon the discovery of his affliction. Besides being unfairly and unjustly prejudiced towards his condition, the case affected senior management, who wrongfully dismissed him, and society, in general, who scorned people afflicted with the disease. The lawyer, who Andrew initially approached to defend him, Joe Miller, played by Denzel Washington, was first apprehensive to take the case given the sensitivity of the issues. As it turned out, the court ruled in favor of Andrew and ordered the firm to award him for damages for wrongful dismissal. It is fortunate for Beckett to have been remunerated for the discrimination case filed in court. According to the Organisation for Economic Co-operation and Development (OECD) (2008) â€Å"proving a discrimination claim is inherently difficult, since the elements of proof are generally in the hands of the defendant, i.e. the employer† (5). Most victims choose to ignore the matter of filing appropriate cases due to the costs involved in pursuing discrimination cases. Regular-average-everyday Americans can make a profound difference to transform this country by acts of random kindness to others. With no thought of reward, the Good Samaritan in the Bible stops to help a man who has been beaten and robbed. That is the essence of an altruistic act: unselfishly giving help when it is needed, no strings attached. If each and every American believes in simple, unselfish acts, then each would be instrumental in making this nation a more conscientious one. Most men do some thing or behave in a certain way because we expect to get a reward for doing so. Naturally, one does not do something because the cost of doing it would be great. The leadership model that must be manifested in contemporary societies should assist in transforming the society through focusing on encouraging others

Property law Essay Example | Topics and Well Written Essays - 2500 words - 2

Property law - Essay Example 3. This statute makes available a structure for the development of electronic conveyancing. In this context, this Act will permit the procedure for dealing with registered land to gradually migrate from the present paper-based system to a system, which will not involve any paper and that will be purely an electronic system within a few years. Further, this Act totally supplants the extant 1925 legislation in order to enable land registration to become a faster, clearer and simpler process. The major changes engendered by these two legislations in respect of the law and practice of land registration have had a profound effect on everyone concerned with registered land. Several instances of these changes can be cited and some of these are: The avowed objective of this Act is to render straightforward, improve and modernise the land registration law. Moreover, this Act has made available a framework for developing the all important electronic conveyancing. Several noteworthy modifications have been brought about in the law and practice for registered land. Some of these changes influence the protection of third party interests; superseding interests; which of the interests in land can be or have to be registered and the all important issue of adverse possession of registered land2. Furthermore, electronic conveyancing will result in a much more accurate register. The new Act will also help buyers immeasurably, by providing more complete information about the rights and responsibilities of the owner. Moreover, there will be an improvement in respect of the security of property rights in and over registered land due to the provision of superior methods for affording protection to them. As an example, owners of registered land have been provided much greater protection against claims made by squatters. The primary objective of the Land

Tthe advantages of not being global and having a local approach Essay

Tthe advantages of not being global and having a local approach - Essay Example This paper illustrates that in order to understand the potential disadvantages of global strategy, compared to local strategies, it would be necessary to refer to the characteristics of global strategy, as identified in the key strategic decisions of firms operating in the global market. It seems that global strategy is highly differentiated from local strategies, not only in regard to its role but also in regard to its requirements and effects. In accordance with Tallman the global strategy can be characterized as the strategy, which needs to be established in case that a firm is interested in operating in the global market. It is explained that such strategy helps the organization to align its operational rules and culture with those of the targeted market. Reference is made for example to the case of Haier, a major competitor in the Chinese manufacturing industry. The firm has tried to be established in the USA market using a low-price policy. However, it was soon revealed that th is policy, alone, would not help the organization to develop its presence in the particular market; instead, a brand should be used for attracting the interest of local consumers. In accordance with the above, an effective global strategy offers the basis for the successful development of a firm’s presence in the global market. Thus, a global strategy should be related to specific policies, which are likely to be different compared to those included in local strategies (Lasserre 2007). This fact is made clear if the strategies used by two different firms for entering the global market are reviewed: reference is made in particular to ‘Philips Group of Holland and Japan’s Panasonic’ (Segal-Horn and Faulkner 2010, p.133). Before 1980s, Philips Group tried to develop its presence in the global market by focusing on the needs and the trends of each country; however, up to then, global strategy was characterized by the production of similar products for all coun tries which were promoted in markets globally using similar marketing strategies (Segal-Horn and Faulkner 2010) and only minor changes were made for aligning these strategies with local trends. As a result, Philips Group had to face significant difficulties and delays when trying to expand its operations globally. Panasonic, which aligned its policies with the requirements of

HRM Essay Example | Topics and Well Written Essays - 2500 words - 7

HRM - Essay Example What’s more, the productive handling of conflicts provides the chance for all the parties to understand the diverse nature of people working within a specific environment (Pardey, 2007). This enables them to improve their methods of working and build a solid team that reflects the mission and vision of the organization. As inevitable as the conflicts between the employees are, organizations must strive to implement a sustainable conflict resolution program. The dominance of conflict often disrupts the departmental productivity, increases the rate at which good employees quit the organization, and reduces the morale of the company. Therefore, effective resolution of the conflicts within the workplace presents a chance for the organization to capitalize on the diversity of the employees and attain a comprehensive employee retention program. The first step towards logical resolution of workplace conflicts as Mrs. R.O states, involves the identification of the cause of the conflicts. The general distinctions of the conflicts at the workplace include the constructive and destructive conflicts. The constructive conflicts constitute disputes that have more benefits over costs. Such conflicts often translate into productivity to benefit the parties that are involved in the conflict. The constructive conflicts enable the team members to come together under the basic benefits from the conflict and strengthen their relationship. On the other hand, destructive conflicts present an opposite of the constructive conflicts. Such conflicts offer more harm and destruction to the organization and often bring no growth to the company. The major contributor to this conflict is unacceptable actions by two or more participants who perform actions that elicit resentment amongst the larger workforce. The continued actions by these parties

Student Values Essay Example for Free

Student Values Essay Encarta defines Values as the accepted principles or standards of an individual or a group. The University of Phoenix has clearly defined these standards for each student in the student handbook. As a student at the University of Phoenix, there are many values that I find extremely important. I have narrowed it down to three for discussion in this paper: Promoting the University of Phoenixs Mission Statement; Consistent Attendance; and Participation in Learning Teams. According to the University Of Phoenix, its mission is to educate working adults to develop the knowledge and skills that will enable them to achieve their professional goals, improve the productivity of their organizations, and provide leadership and service to their communities (University Of Phoenix, 2005, p. 2). To fulfill this mission, the University of Phoenix states it will: Facilitate cognitive and affective student learning, develop competence in the communication, critical thinking, collaboration, and information utilization; provide instruction that bridges the gap between theory and practice; to use technology to create effective modes and means of instruction; improve the teaching/learning system, curriculum, instruction, learning resources, counseling and student services by assessing student learning; foster a spirit of innovation that focuses on providing academic quality, service, excellence, and convenience to the working adult; and to generate the financial resources necessary to support the Universitys mission (University Of Phoenix, 2005, p. 2). To paraphrase from the handbook, our responsibilities as students states that we act ethically with one another (students, faculty, University staff); welcome the contributions of not only students, but faculty and staff members in creating an atmosphere of respect and recognition; foster a productive learning atmosphere; constructively accepting and providing feedback; identify individual and professional values of ourselves and others; show independence and direction in the conclusion of group/individual learning objectives; Be accountable for our actions (communication, interactions); recognize that conflicts/resolutions between individuals/groups are necessary to the team learning process; preserve confidentiality and privacy of personal or professional information being communicated; accountability for group achievements from working collaboratively in the learning process; adhere to the University principles on plagiarism/academic cheating; observe all laws and adhere to the University policies. In order to support the Universitys mission, we, as students, must follow certain values during our studies at the University of Phoenix. Without these values, we would not be able to uphold the Universitys mission. Personally, I uphold the mission statement by participating to the fullest degree possible, putting forth my best efforts as a student, and maintaining a high degree of ethical standards. I also find regular class attendance an important value, as a University of Phoenix Student. Whether it is traditional, online or direct study, class attendance is mandatory and essential for effective learning. Since we are online students, class participation is extremely important. Dr. Wilson states that Participation is very important online. You will be expected to participate four days a week in several different discussions and to contribute at least two substantive discussion messages on each of those four days (Wilson, 2006, p7). Because our class is based on the Active Learning Model, our classroom is a dynamic learning arena. As stated in the University Catalog, the model is based first on the assumption that the learners active involvement in the learning process is essential to good practice. Thus, University of Phoenix classrooms are intended to be dynamic learning spaces (University Of Phoenix, 2005, p. 13). For this reason, it is imperative that classes not be missed or we would not be able to participate in the active learning environment. Another value that is conducive to learning is the development of the Learning Team. A Learning Team is a small group of students, ranging from three to six people (from different parts of the country or world) that is crucial to our learning environment. Learning Teams are an essential design element in the Universitys teaching and learning model through which students develop the ability to collaborate ? an ability expected of employees in information-age organizations and one of the Universitys primary learning goals (University Of Phoenix, 2005, p. 14). The Learning Team forces us to work effectively and efficiently. The team must work together in order to complete the assigned tasks. Working in groups also teaches us how to work in diverse groups in the real-world. In conclusion, the values I have listed only scratch the surface of the value system. Values are a part of us and society as a whole. They may relate to how each of us views the world around us or may be the basis for the laws that govern us. Without values, we could be living in a world that would not be able to distinguish between what is right and what is wrong. References University of Phoenix (2005). University of Phoenix Catalog 2005-2006. : . Wilson, T. (2006). COM 526 Syllabus. : .

The Inclusive Education Policy In Myanmar Education Essay

The Inclusive Education Policy In Myanmar Education Essay This research focuses on the primary and lower secondary level students with disabilities for the purpose to address the educational needs of CWDs in Myanmar. In addition, one of the most important concerns in the Myanmar educational sector is how CWDs can be provided with opportunities to take responsibility for their learning throughout the concepts of community involvement and technical assistance to achieve a sustainable future. The political and social context is discussed in terms of international policy reforms and initiatives, especially the Salamanca Statement that agreed to ensure a basic education for all children, including CWDs. The Salamanca Framework for Action (1994) was a significant milestone in the education for CWDs and recommended the mode of service delivery of timing and intervention that linked to inclusive practices. National-level policy and laws as they relate to CWDs are briefly described in service delivery, and increase awareness about the educational opportunities for them. Moreover, the government tries to make the concerted efforts harmoniously for the quality of life of PWDs at pleasant. According to the guidance of the EFA-NAP, the following activities are being implemented: Providing primary school textbooks worth over 1835.51 million kyats in free of charges for over 5 million primary students to initiate free, compulsory primary education; Preparing the programs for scholarships and stipends which will be implemented starting from 2012-13AY in basic and higher education sectors; and Enacting the private school registration law and developing rules and regulations in coordination with concerned departments to contribute the education services by the private sector. For improving the quality of school education, monitoring and supervision mechanism has been strengthened since 2006-07 AY by focusing on the teaching and learning process. Basic education schools were classified by 5 levels (A, B, C, D, E) based on applying the following monitoring and supervision criteria such as Accomplishment of the school principal; Level of school attendance; Implementation of monthly lesson plans; Students achievements; Use of teaching aids, facilities laboratories; Cultivating morale and ethics; Capacity of teaching staff; Adequate classrooms and furniture; School sanitation and tidiness; Adequate teaching aids and multimedia facilities; Greening of a school campus; and Good physical setting of schools. Myanmar has made progress in the education sector to fulfill MDG 2: Achieve universal primary education with the target of ensuring that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling: however the dropout rate still high in secondary school level. A total of 92 governments including Myanmar and 25 international organizations reaffirmed commitment to the goals of Education for All (EFA), recognizing the necessity and urgency of providing an education for children and youth with special needs within the regular education system. By the official data on net enrollment in primary schools was 84.6% in 2010 (MOE, 2010, EFA in Myanmar) and the gender discrimination has mostly been removed from basic education enrollment. However, the net enrollment rates in secondary and tertiary education are very low. The quality of education at all levels remains a serious concern. Inclusive education (IE) is to support education for all, with special emphasis on removing barriers to participation and learning for girls and women, disadvantaged groups, children with disabilities and out-of-school children. The core point of IE is the basic right to education, which is rooted in many international human rights treaties since the UDHR adopted in 1948. The Dakar Education Forum (2000) reaffirmed that education was a fundamental human right and underlined the importance of a rights-based government actions in implementing EFA activities at the national level. The agreements on the principles and standards of IE spelt out the international human rights instruments and a rights-based education system. Myanmar government applies a rights-based approach to education in their programming and planning processes. It will also briefly discuss possible entry points and tools to move forward. In addition, it is hoped that this research will increase understanding of human rights importance in underpinning development cooperation programming, as well as fostering a discussion on the practical aspects of implementing such programming. Many of the problems are related to the lack of education quality, relevance and exclusion of learning. There is a well-recognized link between overcoming the barriers of learning and achieving the EFA goals. Government and schools principals must, therefore, pay special attention to children who should be in school, and are not, and to children who are in school, but are unable to succeed there. At the present, MOE is making special arrangements for the disabled and other excluded children to attend formal schools and to continue their education receiving special care and attention. In Myanmar, IE programs were formulated to accommodate for all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. These programs include all vulnerable children such as CWDs; children form mobile families, orphans, street children, and other disadvantaged children. No.25 Basic Education Primary School (Yangon) is the best witness of MOE in implementing IE. A new multi-pronged strategy for the capacity building in Teacher Education can promote the progressive adoption of effective teaching and learning methodologies for all CWDs at all levels. MOE and other partners strengthen educational management for the Basic Education Sector Plan that supports the Governments education service delivery to meet commodities needs at the school level. IE is a programme that creates opportunities for CWDs to pursue education together with non-disabled children in mainstreaming schools. It can bring about the educational opportunities for them. Nowadays, CWDs who have completed their primary education through special schools are now able to continue their education in mainstreaming schools by keeping abreast with other non-disabled children. IE According to the statistics data from MOE in 2011 showed that, there were 801 disable children in mainstreaming schools, 1450 children in special schools for the blind and the deaf, 30 disable students in universities and colleges and 6 disable students in master degree courses in 2010-11 AY. The government policy was developed and practiced with policy reform to fill the gap in legal and policy development. As par hearing from the media, the advocacy for helping disabled issue more and more in Myanmar. The government policy and legal change occur on resetting criteria for definition of PWDs. Out of nine criteria (international norms), some implementation processes of IE use four criteria to define the PWDs. To be more specific about educational opportunities for CWDs, the government agrees to provide all children (including all regardless of physical condition) equal opportunity to learn basic education. In the actual situation, there has a gap between policy and practice. The concept of IE means welcoming all children, without discrimination, in formal schools. Indeed, it is a focus on creating environments responsive to the differing developmental capacities, needs, and potentials of all children. Inclusion means a shift in services from simply trying to fit the child into normal settings; it is a supplemental support for their disabilities on special needs and promoting the childs overall development in an optimal setting. It calls for respect of difference and diversity of individual characteristics and needs. This has to include a consideration of overall organization, curriculum and classroom practice, support for learning and staff development. By the collaboration and cooperation of MOE, DSW is implementing inclusive education for the students with disabilities especially for the Blind and the Deaf students. Also, inclusive education workshops were held throughout the country and the teachers from the MOE and the staffs from DSW were also attended. Myanmar is now implementing six sectors for PWDs across the nation such as Enhancing Education Standard, Improving Vocational Trainings and Job Opportunities, Promoting Health Care Service, Enhancing Reintegration into the Society, Upgrading Capacity Building and Morale, and Providing Social Needs. In this situation, if the service providers can make the concerted efforts harmoniously, the life quality of PWDs will surely be enhanced and pleasant. Inclusive education can bring about the educational opportunities for CWDs. Some NGOs and DPOs are collaborating with the Department of Social Welfare, the Department of Basic Education and the Department of Health for CWDs, who have completed their primary and lower secondary education level through special schools, able to continue their education. 3.6.1 Implementing processes of IE by I/LNGOs TLMI is involving a little part in this area of IE implementation processes. They only conduct trainings for teachers on disability issues, the importance of CWDs to get the opportunity to attend schools like any other children and providing some barrier free arrangement in selected schools. TLMI is working with the parents of CWDs to convince to send the formal school and on the other hand they also try to engage with school principals to accept and pay attention for those children. Also they proposed the education need of PWDs in the Draft disabled law, advocate the decision makers and teacher, and we are working together with U Tin Nyo, retired DG from MOE who is very interested in IE for CWDs. Myanmar Independent Living Initiative (MILI) has concrete plan to implement the IE programs for children with cross-disabilities, they could not take shape it yet fully because their organization is just one year old still young. But, some executive members of MILI organization are actively involved in comprehensive disability law drafting process to ensure the educational rights of PWDs. The Long experience of disability inclusive education for five years, the community-based rehabilitation programs mainly supported poor children with disabilities to go to mainstream schools, advocated parents and education teachers for disability inclusive education and renovated the schools to be accessible for students with disabilities in collaboration with Department of basic education, DSW, local PWDs Self-help Organizations and other relevant stakeholders. That organization has planned to work in IE policy for PWDs by following kinds of strategies; Awareness raising and advocacy for disability inclusive education policy law Capacity building of educational officers and staffs, and parents as well Support children with disabilities for their mainstream and special schools Change the schools as accessible friendly places for disabled children Strengthen the collaboration among government departments, non-government sectors and relevant stakeholders to ensure the educational right of disabled children Eden initiated the project of IE implementing in formal schools and the plan for barrier free renovation such as walkways, seat toilet and one handrail that fixed in the toilet. In that project, 80 IE students were gathered at Eden Centre for CWDs. Also Eden celebrated the township level awareness meeting for introducing to the teachers for successfully implemented IE policy. It means that the principals and teachers from 21 schools are introducing IE awareness about IE at their schools. Therefore, IE process can only succeed through strong collaboration and cooperation amongst all shareholders especially from the government site and the donor site as well. Eden is cooperating with DSW and MOE. According to their advice, they held workshops and trainings for awareness raising workshop with DSW and MOE and shared awareness about IE and disability issue to other I/LNGOs staff, local authorities, other stakeholders and teachers from mainstream schools. EDEN organizes a series of mobile training courses throughout Myanmar aimed at helping improve the lives of disabled people which focus on activities such as CBR, IE and disability development. Through the help of DSW and Department of Basic Education No. (1), (2) and (3), awareness training not only about IE but also the Social Model of Disability was conducted in mainstream schools. PWDs in Yangon have more chances to access this information with help from NGOs and DSW, but those living in rural areas having difficulties due to inconvenient transportation and lack of mobility, U Hta Oke said. Im pleased about the growing number of people working in the field, but most of them are using a charity approach, which involves giving food, money, tools and other necessities, he said. Not many are using a life-based approach, which means providing training so they can stand on their own feet. Moreover, for the educational status of children with hearing/seeing/ intellectual disabilities in Myanmar is inadequate and behind-the-times. There is only the DSW has one project on sign language especially for people with hearing disability. There is no standard educational practice. Teachers learn by copying the methods of older teachers. According to the UN CRPD agreement emphasizes bi-lingual/bi-cultural education for people with hearing disability. The Mary Chapman School in Yangon uses the philosophy Total Communication that is method has been a widely adopted language policy in deaf education from the 1970s. But this philosophy is out-dated. Graduation rates are very low. In Yangon Division, only 14 students with hearing disability have passed high school and only six have graduated from university until 2011-2012 academic years. Undertaking All School-age Children in School Program In Myanmar, all school aged children in school project (ACIS) was implemented by the MOE by collaborating with UNICEF since 1994 with the aims of reducing the number of over-aged out of school children, eliminating non-school going populace, ensuring that all school aged children to attend school and increasing the enrollment rate of primary level students. They designed the last week of May as the Whole Country School Enrollment Week. 3.6.2 Special schools which are supported IE for CWDs Myanmar has a policy of IE, which means disabled students, including those who are blind, are allowed to attend classes in mainstream schools. This study found that mainstream schools are not properly equipped to cater for students with disabilities which mean that most CWDs are forced to attend special schools, despite the policy. There are challenges to implementing the policy, since schools lack the required resources and facilities. Myanmar Christian Fellowship of the Blind (MCFB) was founded on 4th August, 1975, to upgrade the basic level of education afforded to blind people in order to increase opportunities of leading independent in life styles. That foundation encourages beneficiaries in education specific to their needs including vocational training, as well as a focus on how to cope as a blind parent and job placements. The MCFB accepts children aged five and above and enrolls a similar method to the government mainstreaming schools. At that school, students can learn from grade 1 to 5 and then they can continue their secondary education in formal school. That school charges Kyats 15,000 a year for day students and Kyats 40,000-50,000 for boarding students, which covers accommodation, meals and tuition fees. However, there are over 700 blind and visually impaired students receive a formal or vocational education. The schools should be equipped with teaching materials in Braille, and teachers who know how to teach the blind by using Braille, said Mr. Thein Lwin, the general secretary of MCFB. Also in an interview with the principal of the Kyee Myint Daing School for the Blind found that the school accepts children from age six to 16, who are taught to the fourth standard. After they finished the primary education, they are sent to a formal school to continue their secondary education. The school and provides has both day students and boarders with free of charges for all fees of food and accommodation. The school can accept 200 students for one academic year. Mary Chapman School for the Deaf accepts children from the ages of five to 18. At that school, children can learn regular curriculum that is taught in formal schools together with speech reading, finger spelling and sign language. Moreover, children at that school over 10-year of aged are taught reading, writing and arithmetic and vocational training such as tailoring, knitting, book binding, bag-making, cooking and massage. The school fee is Kyats 6,000 per month including meals for students. The School for Disabled Children in Mayangone Township in Yangon is operated by the DSW. That school accepts both physically and mentally disabled children between the ages of six to 18 and teaches the standard curriculum up to the fourth standard. It has developed a special curriculum for children with a learning disability that take into account the extent of their disability and their capacity to learn. The current admission fee is Kyats 10,000 for one academic year. Further, while the study found that, the technical for education and training initiatives are not new to Myanmar. As a result of some recent educational developments and reforms, it is new to some teachers and learners both in curriculum and methods of delivery. Special Program for Over-aged Children This program is one of the branches of all school aged children in school especially for over-aged children. It was started in 2003-04 AY at basic education schools. If the child has between the age of 7 and 8, he/she will complete the primary education within 3 years and if the child has over 9 years of age, this accelerated program enables to complete his/her primary education within 2 years. Monastic Education System Under the supervision the Ministry of Religious Affairs, the monastic basic education schools are initiated by collaborating with the MOE. They use the formal basic education curriculum of MOE but the schooling hour is flexible according to the students availability. This program is so benefit for the marginalized children including CWDs that is complementary to the formal education system. In 2010-11 AY, there were about 1431 Monastic schools (1071 primary schools, 246 post primary schools, 112 middle schools and 2 high schools) with 0.215 million students including novices and nuns. Currently, at least 40% of all students in Myanmar are attending at these monastic schools. The research found that it is still very few opportunities for CWDs if we compared to the entire nation. 3.7 Problems of accessibility to education faced by PWDs The principle of basic education as a right based approach has been accepted internationally. However, a large number of CWDS are not able to complete a minimum number of school years in most developing countries. They face a variety of barriers before coming to school and even within the school. This research findings highlighted the problems of CWDs to access education that although the regulation and laws on inclusive education for all excluded children have been well established in Myanmar. The government runs the IE as the national level education development plan, however, there is a lack of educational assistive materials such as Braille books, Braille writing frames and syllabuses, qualitative/standard papers for writing in Braille, assistive devices for mathematical teaching or learning, and sign language interpreters. For these reasons and because of the lack of skilled teachers, the IE systems benefits have not been realized. Learning through the restricted environment has also been one the most critical issues of educational opportunities for PWDs that needs to be addressed in order to create equality and equitable education in Myanmar. The current education system does not suit for PWDs in rural area, specifically in promoting the education standard of CWDs. In fact, there are several factors that influence over the education opportunity for CWDs. In addition, the researcher tries to explore what are those factors, challenges, and obstacles in pursuing education in the community. The following data are contributed by the PWDs and community representatives during the field research. Towards the attainment of MDGs, many challenges still remain with regard to special focus which is required on hard-to-reach areas. A need of advocacy with more focus on duty bearer is a strategy to make sure of the long term commitment. The policy needs to be rewritten with a better understanding of authorities, duty bearers and duty holders. Moreover, the accessible services for PWDs in Myanmar is very little, only those who live in cities could access to those services and even then they need to get to such places where by need a lot of barriers to overcome to get there and money factor is another big barrier. In 2008, there are only 100 Physiotherapists appointed in hospitals under ministry of health. According to the First Myanmar National Disability Survey 2010 showed that there were only 50% of PWDs in Myanmar never attended school, out of which 66.5% enrolled in primary schools, 22.2% in secondary schools. Some kind of problems concerned with CWDs. A large percentage of those who do attend mainstream schools soon drop-out because of unfriendly attitudes and environments in educational settings. They often encounter negative treatment from their peers who are not sensitized to disability issues. Most teachers and school principals are not familiar with the idea of including. In Myanmar, one of the Southeast Asian countries, most of the people are still discriminate and exclude the CWDs traditionally. They believe money can make CWDs to be happy. Its not right. In special schools, there have IE projects for all CWDs. It can only the way to make in those childrens lives to be valuable. While the enrollment rate increase almost 100% every year at school opening seasons, there is alarming about 40-50% dropping out before they completed in their primary education so one could imagine for students with disabilities. There is little help for schooling opportunities for students with disabilities with the current situation because of the low awareness about the disability issue, wrong traditional believes and practice, less accessible resources (Brielle, sign language, teaching aids, Buildings, etc.), Low prioritization and no special law and regulation to protect them. Among the four types of disabilities, accessibility for physical disability, blind and deaf disability may be about 3. For people with intellectual disability is 0.05. The vast majority of CWDs never attended school and that a large percentage of the ones who do attend mainstream schools soon drop out due to inaccessible school infrastructure, lack of learning scopes, improper learning process and unfriendly school environment. But amongst the children that are not in any form of educational setups, a large majority shows a keen interest to acquire education. CWDs may have many of the problems that affect children at risk. The difficulties and problems are not because of their impairments but because of several barriers around their environments. During this field research, the researcher notified that there is an absence of reliable and consistent data on the educational status of children according to their disabilities. This makes it difficult for educators, policy-makers and programmers to understand the nature of the problem, and identify possible solutions. Moreover, the current teaching methods are not addressing to the individual needs of students with disabilities by lacking training and experience of teachers in teaching and handling them. Currently, the education of CWDs is concerned by DSW. For this reason, it is difficult to mainstream the program. Education for CWDs needs to be addressed by the MOE by collaborating with DSW and other stakeholder organizations. Economic Factors The high cost of instructional materials of CWDs further curtailed their access to all inclusive education services. Some representatives from DPOs were also presented about the cross section of economic factors of CWDs families to access education. To summarize the various agreements on poverty issues that is seriously hindering the CWDs from accessing education. Poverty is not only affected on the accessibility of basic education for CWDs but also for other children. In other the school drop-out CWDs case, many of them are suffering from an unrecorded or undiagnosed disability. If the community aware more about the disability issue, they could try to improve education for those children, but right now the illiteracy rate of this population is so high and that caused an economic burden on countries. In the failure to include those CWDs, most of the community members are ignoring an important step in our attempt to eradicate poverty. Poverty and lack of knowledge on disability issues are the major problems accessing education for CWDs. Poverty would stand out on top as there are livelihood opportunities for parents who are poor and having CWDs in the family. The researcher agrees with the respondents that because of the perceived added costs of health related problems, the problem is relatively deeper when the CWDs are involved. More than half of the population of PWDs lives in rural areas detached from the benefits of information and communication, transportation, and certain advanced technological facilities. Indeed the high cost of equipments, coupled with the rampant poverty predetermines the near or total absence of instructional materials. There does not seem to be a policy to ensure the massive distribution of these materials. School infrastructure The lack of matching infrastructure necessary for the integration was identified as a key challenge to all inclusive education services. Most of the schools infrastructures are not comfortable for children with physical and visual disabilities. There are many environmental barriers for wheelchair movement. In schools that are at least two stories high, there is no way to climb up the stair by children in wheelchairs or using crutches. Parents of physically disabled children have to be carried up stairs and the doors are also not large enough for wheelchairs to pass through. Lack of classroom adaptations hinders the movement of children with disabilities including the furniture of the classrooms and accessible toilets. These barriers are so difficult to access IE. A key problem is the lack of clear policy guiding I/LNGOs interventions in education for students with disabilities. Another barrier is the lack of reliable information and statistics which could back up planning and funding processes. All schools are under the Ministry of Education, but the development issues of CWDs are still under the DSW. Existing policies related to education and disabilities were found to be contradictory to each other. Appropriate policy formulation adaptation is required to overcome the barriers. Moreover, the budget for education is the basic need and awareness of duty bearers and duty holders need to be promoted along with its legal and policy development. It is somehow, inclusion is not a subject of Teachers training college, training methods tools are not available in Myanmar. Insufficient knowledge of inclusive teaching methodologies, lack of public awareness about the needs and opportunities of this target group and lack of funding to support inclusive education for CWDs are all preventing these children from receiving an education and being included in wider society. It is found that to be depended upon the individual teachers or school principals interest to initiate and include in the mainstream education system. Most of the services are available only in Major City such as Yangon, Mandalay and Sagine where 27% of PWDs are aware of existing social services, while only a third of those ever contacted the agency. Isolation and negative attitude by peers According to the EFA strategy, all schools are found to be enforcing IE process regarding the CWDs but there are no insulting them, special support for them, no strenuous work for them. In some cases, some non-disabled children perceive some CWDs as contagious and fear that they will transmit from those disabilities. Some superstitious parents of non-disabled children want to prevent their children from making friends with CWDs. This is one factor that upsets one of CWDs. Information and awareness sector As to the awareness of NGOs who provide services for PWDs, 14.7% know of their presence but just over 1.7% of those who are aware of the services had ever contacted NGOs. Concerning special institutions, 20.2% of PWDs have knowledge about special institutions but only less than 1.7% of them ever had contact with them. Only 14.6% of PWDs know about the existence of organizations for and of PWDs whereas only 2.5% of them ever been involved with those organizations. Participation of PWDs in IE policy is not a big problem for physically disabled persons. The big problem is IE and vocational training for ID. Government, I/LNGOs and DPOs need to do a lot of it. Unavailable trained teachers in adopting students with disabilities The lack of enough trained teachers has predetermined that CWDs lack the specialized care they need. This could be explained by lack of awareness and disability related facilities like ramps, special toilet facilities, learning materials by the parents. Teachers can integrate the virtue of education levels, roles and responsibilities by being exposed the requirements of CWDs in the community. In almost all schools, the students with disabilities allow to sit in front of the classrooms. Nevertheless in some schools, there was no effort to support for CWDs in this regard. The researcher noticed that one student with hearing disability was sitting at the back of the classroom that worsen her learning skill. When the researcher asked her class teacher about it, she said that the child had not told her about it. Teaching method Another problem faced by CWDs is the traditional methods of teaching and learning that has little scope for addressing diverse learning needs of students, lack of continuous assessment of individual learners, and a serious shortage of assistive devices and learning materials all act as major barriers to CWDs. There is no special curriculum for CWDs in mainstream schools but there are some special schools for CWDs, which unfortunately those schools are not located in and around the rural area. If CWDs can able to access formal education in the mainstream schools, they can gain not only education, but also the opportunity for social inclusion with their non-disabled friends that are so important to practice for their life-skills. Summarizing the interview with one student with intellectual disability from special school shared his feeling that he wanted to attend the school and he would like to live with his friends. If he stays at home, he feels so lonely and bored because he has nothing to do at home. He wants t

Preventing Accidents on Construction Sites

Preventing Accidents on Construction Sites This chapter investigates the health and safety measures that are currently in place to reduce accidents and injuries on construction sites. In order to prevent accidents in construction it is not just a matter of setting up a list of rules and making safety inspections, although both of these have their place (Holt, 2001). Holt (2001) suggests that a system for managing health and safety is required that meets the needs of the business and complies with the law. This chapter intends to identify these strategies used and highlight the benefits to the industry in implementing them. The most important overall method is to implement the CDM regulations 2007 successfully, however within these regulations there are specific measures that can provide better results. The HSE concluded in ‘Blackspot Construction’ that 70% of the deaths on construction sites could have been prevented by positive action by managers within the industry (Joyce, 2001). The general principles of prevention as stated in regulation 7 of the CDM regulations 2007 are as follows: i. Every person on whom a duty is placed by these Regulations in relation to the design, planning and preparation of a project shall take account of the general principles of prevention in the performance of those duties during all stages of the project. ii. Every person on whom a duty is placed by these Regulations in relation to the construction phase of a project shall ensure so far as is reasonably practicable that the general principles of prevention are applied in the carrying out of the construction work. Welfare Facilities The provision for health, safety and welfare of workers involved on construction sites was not included in the CDM Regulations 1994 as it was the responsibility of the CHSW 1996; however these regulations have now been revoked by the CDM regulations 2007. These regulations set out the requirements for the provision of welfare facilities to be provided by the contractors as it has recently been recognized that the health and safety of workers is directly affected by their personal welfare (Joyce, 2007). The provision of high welfare facilities is likely to reduce the number of accidents and injuries on construction sites as it promotes recruitment, good morale and employee retention. These reasons alone should be sufficient justification for the investment in welfare facilities which should encourage the client and contractors to ensure that they are provided on construction sites from the outset to an acceptable level. Without the provision of welfare facilities workers are likely to be cold, overheated, dirty, dehydrated and uncomfortable (Joyce, 2007), this in turn will have an effect on the efficiency and effectiveness of their work undertaken creating an unsafe environment to themselves and their fellow workers. The provision of welfare facilities can be seen as an important measure to reduce accidents on construction sites; however the contractors must ensure that they are cleaned and maintained throughout the entire duration of the construction work in order to achieve their full benefit to the industry. Education and Training Education and training plays a very important part in the reduction of accidents on construction sites which is a legal requirement under the Management of Health and Safety at Work regulations 1999 as well as more recently the CDM regulations 2007. It is the responsibility of the employer to provide such training during recruitment, at inductions or when being exposed to new or increased risks (Hughes Ferret 2007). The levels of education and training required covers a wide range of information such as specific company health and safety policies, risk assessments, method statements, safety procedures, good practice and legal requirements (Hughes Ferret 2005). It is evident that providing essential information through a high level of education and training will enable employees to carry out tasks with limited supervision, this in turn should reduce the likelihood of health and safety risks and therefore help reduce the number of accidents and injuries within the construction industry. Construction Skills Certification Scheme (CSCS) The Construction Skills Certification scheme has been set up to help improve the general quality of workmanship as well as to reduce accidents and injuries occurring on construction sites. This CSCS scheme helps to ensure that competent workers are registered within the construction industry, which is currently the largest scheme within the construction industry which covers over 220 different occupations. As a result of this these cards are becoming increasingly demanded throughout, in particular by clients and contractors in order for workers to provide proof of their occupational competence and therefore gain access onto construction sites throughout the UK. This scheme has been supported by construction authorities such as the Major Contractors Group (MCG), National Contractors Federation (NCF) and the Major Home Builders Group (MHG) as it shows they have passed the CITB – Construction Skills Health and Safety Test. If these cards are made mandatory as a standard requirement within the construction industry then it will ensure that the general health and safety awareness of construction workers on construction sites with regards to health and safety risks will significantly improve, therefore more than likely reduce the number of accidents and fatalities within the industry. http://www.citb.org.uk/cardschemes/whatcardschemesareavailable/certificationschemes/cscs.asp Competence Assessments The CDM regulations 2007 have highlighted the increased awareness that the employment of competent workers is likely to reduce the number of accidents within the construction industry. This is evident from the increased vigour of worker competence assessments that are required before a work operative can start work. Competence assessments are carried out in order to assess whether a person is suited to carry out a job which is a method used to reduce accident on construction sites. It is the author’s opinion that competent people are more aware of health and safety risks surrounding them which they can therefore deal with before an accident occurs. The level of competence required is proportionate to the risks arising from the construction work (Joyce, 2007) which is stated in the ACoP so no work undertaken should be carried out by an unable worker. The term competence is not defined in the CDM regulations however a definition made during a civil court case in 1962 sates that a competent person is: A person with practical and theoretical knowledge as well as sufficient experience of the particular machinery, plant or procedure involved to enable them to identify defects or weaknesses during plant and machinery examinations, and to assess their importance in relation to the strength and function of that plant and machinery. The concept of confidence underpins the CDM regulations 2007 because no duty holder can be appointed unless they are competent themselves, this is required by regulation 4(1)(a): No person on whom these Regulations place a duty shall appoint or engage a CDM co-coordinator, designer, principal contractor or contractor unless he has taken steps to ensure that the person to be appointed or engaged is competent. In order to prevent incompetent people assessing the competence of others, the CDM regulations set out a statement in regulation 4(1)(b): No person on whom these Regulations place a duty shall accept an appointment or engagement unless he is competent. The introduction of the CDM Regulations 2007 clearly shows that competence assessment is an important measure to prevent accident on construction sites and must be implemented further if these measures are to be highly successful. Designing to reduce risks The introduction of the CDM regulations 2007 has provided a bigger emphasis on designing out risks in the planning stage of construction projects. Increased responsibility has been placed on designers as a result of the introduction of the CDM regulations 2007 to eliminate hazards before they have chance to occur. Holt (2001) suggests that the method of prevention to remove the risk of a hazard at the design stage is likely to be more effective than to establish a control strategy, especially as it would rely on people to work in the correct way which is not always likely to happen. An example of this may be for a designer to prevent from specifying fragile roofing materials which could present the opportunity for people to fall through. In the event of a designer unable to completely eliminate health and safety risks at the design stage, then the design and specification can still make a significant difference to actions carried out on site. It should emphasize ways in which work should be carried out in order to provide minimal health and safety risks to workers. The extra time spent that may result from a more detailed design process should be repaid through savings of time and money, and possibly lives throughout the construction process (Holt, 2001). Communication The variety of measures in place in order to reduce accidents and fatalities on construction sites which are evident from the ongoing literature review throughout this chapter. The successfulness of these measures however is dependant on effective communication, particularly when implementing training and education as it will dramatically improve work operatives understanding of health and safety risks. Hughes and Ferret (2007) suggest that many problems regarding health and safety on construction sites is a result of poor communication between management and the workforce within an organization, this often arises from ambiguities or possible accidental distortion. There are 3 basic methods of communicating health and safety information within the construction industry identified by Hughes Ferret (2007) as verbal, written and graphic. The most common of these methods is verbal communication via speech or word of mouth, this type of communication should only be used when providing simple instructions or information generally during meetings or training sessions, these are generally known as ‘tool box’ talks. In order for the implementation of verbal communication to be successful, the spokesperson needs to ensure that the messages they are trying to relay are clear and prevent confusion, the receiver should then demonstrate some form of understanding in order to prove they clear on what is expected of them before undertaking any work. This method of accident prevention can have its drawbacks and be a regular cause of accidents on construction sites if a verbal instruction has not been understood. Hughes and Ferret (2007) suggest that this may be as a result of a number of factors such as language and dialect barriers, use of technical language and abbreviations, background noise and distractions, hearing problems, ambiguities in the message, mental weaknesses and learning disabilities, lack of interest and attention. Despite the potential limitations that exist with verbal communications, there are also a number of benefits that it brings to construction sites if carried out successfully. Communication in this manner is less formal, enables the exchange of information to take place quickly and can be carried out close to the workplace (Hughes Ferret, 2007). Written communication involves the use of emails, reports, notice boards etc. in order to communicate information regarding health and safety. Potential problems involved with this form of communication are that the language used may be difficult to understand and affect the level of comprehension. Detailed reports may not be read properly due to time constraints and notice boards may be positioned in the wrong places with out of date and irrelevant information. The main benefit of using written communication, in particular emails, is that it provides a quicker method to ensure that messages get to all the people that may be concerned which is an important measure which could be implemented further to reduce accidents on construction sites (Hughes Ferret, 2007). Graphical communication is carried out through the use of photographs, drawings, posters and videos. This type of communication is often used to inform workers of health and safety information such as fire exits and HS propaganda. This is regarded as being a relatively effective method of communication as it has no barriers with regards to language or dialect and displays a simple message that can be remembered. The potential limitations regarding this procedure is that the graphics may very quickly become out of date or in the case of posters, be ignored (Hughes Ferret). Improvements in Technology A key measure in which to reduce accidents on construction sites is through the use of up to date technologies. This view is supported by (reference) who suggests that new technologies in construction sites are not only likely to help prevent accidents and injuries on construction sites but also improve the overall efficiency of construction projects. This view is also supported by Holt (2001) who suggests that keeping up to date with new technology can bring an added benefit to the industry and generally improve site conditions. The introduction of new technology may be in the form of improved software, software often gets up-graded quickly with new and improved packages that should be installed to benefit the industry. It may also involve improvements in technology such as the new Blackberry; this can incorporate cell phone capability and email connectivity into a single device that will benefit employers relaying safety messages quickly and directly to employees on site, therefore improving coordination between site operatives. New technology may also be in the form of site equipment and plant, for instance the use of mechanical systems such as hoists and lifts should be replaced instead of manual operations, this is not only likely to increase productivity on site but also prevent the likelihood of injuries such as back problems. The introduction of improved technologies into construction sites in an attempt to reduce accidents and injures is largely dependant on the level of training that accompanies it. Employers must be aware that productivity on site may not be at its peak during the period of change as new software and equipment requires training and adjustments to that of old technologies. However, if sufficient training is provided to accompany the new technology and software then employees will be able to harness the power of new technologies and provide numerous benefits to the construction industry. Risks Assessments Risk assessments are an important measure used to reduce HS risks on construction sites, they are a legal requirement of many HS legislations during the planning stage of a project so that plans can be put in place to control potential risks as assessed in Chapter 2 of this study. A risk assessment involves an examination of the potential risks that may cause harm to people which cannot be avoided through the design process of a project, the risk assessments should only identify the significant risks that apply to the construction project and ignore the trivial risks that are not likely to result in an accident or fatality. They are carried out in order for organisations to establish whether they have taken enough precautions or to identify if they could do more to prevent the likelihood of an accident or fatality on the construction site (HSE, 2006a). Risk assessments are used to decide on priorities and set objectives for eliminating hazards and reducing risks, if this is possible it is usually through selection and design of facilities, equipment and processes. However if they cannot be eliminated they are minimised by the use of physical controls or, as a last resort, through systems of work and personal protective equipment (Hughes Ferrett, 2007). ‘A hazard is something with potential to cause harm. The harm will vary in severity some hazards may cause death, some serious illness or disability, others only cuts and bruises. A Risk is the combination of the severity of harm with the likelihood of it happening.’ http://www.hse.gov.uk/pubns/indg275.pdf Hughes and Ferrett (2007) identifies two basic forms of risk assessments, these are ‘quantitative’, which involves risks given a numerical value and ‘qualitative’ which is the most common form of risk assessment in the construction industry which is based purely on personal judgement and then quantified as being either high, medium or low risk in terms of its severity. The HSE (2006a) identified the following 5 key steps in order to asses the risk in a workplace: Step 1: Identify the hazards Step 2: Decide who might be harmed and how Step 3: Evaluate the risks and decide on precautions Step 4: Record your findings and implement them Step 5: Review your assessment and update if necessary If these steps are followed by every construction organisation throughout the UK then it will make a big difference to reducing the number of accidents and fatalities on construction sites which is regarded as being the principal aim of risk assessments, this aim however is also dependant on the competence of people carrying out the risk assessment and also the communication of their findings. An example of a risk assessment form can be seen in Appendix 2. Health and Safety Culture HSE publication HSG 65, Successful Health and Safety Management Health and Safety Inductions Health and Safety Policies Health and Safety Policies are an important measure that are required by law for every organisation to produce. The can play a key role in reducing accidents and fatalities on construction sites. They have been assessed in greater detail in chapter 2, section 8.4. Managing Risks during construction The introduction of the CDM regulations have also placed more emphasis on managing risks during construction in order to target the high level of accidents and fatalities on construction sites. This measure involves creating a well established management system that controls the potential risks faced during a construction project and deciding what should be done about them. This may involve giving collective protective measures priority over individual measures to provide the biggest benefit to the health and safety of everyone involved. This may involve removing hazardous dust by exhaust ventilation rather than providing a filtering respirator to an individual worker (Rowlinson, 2004). It is therefore the role of a manager, such as the principal contractor to assess the most appropriate protective measures to use during the construction process and ensure that people under his command abide by these management decisions. Managing risks during construction may also be in the form of giving appropriate instructions to employees. This may involve making sure that all employees are fully aware of specific company policies, risk assessments, method statements, safety procedures, good practice, official guidance, and any legal requirements that they must follow (Holt, 2001). Personal Protective Equipment (PPE) It is the opinion of (make up a reference) that Personal Protective Equipment (PPE) should only be used as a control measure as a last resort to try to reduce accidents and fatalities on construction sites. This is due to the fact that it does not eliminate the hazard and will present the wearer with the maximum health and safety risk if the equipment fails. Hughes and Ferrett (2007) identify a number of limitations as to why PPE should only be used as a last resort such as the equipment only protects the person wearing it and doesn’t take into account the effects the risk may have on others working nearby; it relies on people wearing the equipment at all times which people do not often do; it must be used properly which requires training, this could result in a loss of time and productivity and it must be replaced when it no longer offers the appropriate levels of protection. Aside from these limitations the use of PPE still provides certain benefits to the industry and is an important measure to reduce, or at least prevent the level of accidents on construction sites. PPE enables workers to have immediate protection to allow a job to continue; in an emergency it can be the only practicable way of effecting rescue or shutting down plant; and it can be used to carry out work in confined spaces where alternatives are impracticable (Hughes Ferrett, 2007). The Construction Phase Plan The Health and Safety File The Construction Phase Plan and The Health and Safety File which were introduced by the CDM regulations both help to reduce accidents and injuries on construction sites. They have been discussed previously in Chapter 1, Section 7.2 in greater detail on the positive impacts they have on the construction industry. It is the opinion of the author that these measures to reduce accidents on construction sites should be reviewed periodically to ensure that they are still effective and to introduce new improvements to these measures. In the event of a serious accident or incident occurring on a construction site, then an immediate review of the risk control measures in place should be carried out to identify the problem and why it occurred. Cost of implementation of the CDM regulations 2007 The HSC has claimed that the CDM regulations are likely to save the construction industry  £2.7 billion, through reduced bureaucracy and a further benefit to the construction industry by up to  £3.2 billion by reduced loss of working time (Joyce, 2007), this however is likely to be the best case scenario, the HSC concluded that in the worst case scenario the introduction of the CDM regulations 2007 could cost the construction industry  £660 million (Joyce, 2007). The financial cost of implementing these measures of prevention through the CDM regulations may be regarded as costly to the industry; however it is the authors opinion the benefit of implementing theses regulations successfully and reducing the number of fatalities and accidents on construction sites is a small price to pay as it benefits the industry as a whole by the factors outlined below. This view is supported by Robert E McKee who commented that â€Å"Safety is, without doubt, the most crucial investment we can make, And the question is not what it costs us, but what it saves†. 4.6 Benefits of accident prevention The measures identified in section 4.1 above highlight the main factors that can assist in preventing accidents and fatalities on construction sites. The implementations of measures to prevent accidents are extremely worthwhile as they provide a number of benefits to the construction industry which are discussed below. 6.6.1 Cost in human suffering The cost in human suffering, physical pain and hardship resulting from death and disability is impossible to quantify (Holt, 2001). The accident and fatality statistics analyzed in chapter 3 provide the author with background knowledge that there are an alarming amount of accidents and fatalities within the construction industry each year. This is likely to have had a significant impact on the lives of workers and their families causing a considerable amount of disruption. This is one of the major reasons why these statistics need to be reduced and try to achieve a safer construction industry. 6.6.2 Moral Moral reasons stem from a developing public awareness that something needs to be done to raise the quality of life within the construction industry (Holt, 2001). It is becoming increasingly evident that the safety of workers within the construction industry is being put at risks for reasons such as potential increased profits. It is of the author’s opinion that this is morally wrong and should be prevented which in turn will benefit the construction industry as a result of fewer accidents. In order to increase workers moral within the industry (Holt, 2001) workers should be actively involved in accident prevention programmes, this is likely to increase the productivity of work and prevent weakened worker moral through a reduction in accidents on site. 6.6.3 Legal Legal reasons are contained in state law, which details steps to be taken and objectives to be met, and which carries the threat of prosecution or other enforcement action as a consequence of failure to comply (Holt, 2001). The prevention of fatalities is likely to reduce legal action faced by organizations which in turn is likely to reduce cost in terms of money and adverse publicity as there will be a reduction in the number of workers able to gain compensation. 6.6.4 Financial The benefit of accident prevention is likely to have a significant impact on financial reasons which will ensure the continuing financial health of a business and avoid the costs associated with accidents (Holt, 2001). These costs can be both direct cost such as production delays which include the cost of compensation as well as indirect costs such as management time spent on investigations and fines. Conclusion of chapter The analysis of measures to reduce accident and fatalities on construction sites along with the benefits that these measures bring, highlight the fact that a good safety record and document safety management systems can more than repay the time spent of achieving it. A reduction in accidents and fatalities through increased measures to prevent them will significantly reduce the problems identified in section 6.6 and therefore significantly benefit the construction industry as a whole. This chapter highlights many control systems and mechanisms that are in place to decrease the chances of accident and injuries within the construction industry, however Chapter Four: Methodology This chapter discusses the different methodological approaches for this study and expands on the outline methodology highlighted in chapter 1. Detailed accounts of the specific research strategies are also examined, highlighting the methods used to analyze and interpret the data collected. Each question chosen for the questionnaire will be examined stating why it was chosen, what it hoped to achieve, and how it relates to the research aim and objectives. Finally, the location of the study and methodological restrictions are also considered. Approach Several methodologies to assess the effectiveness, success and problems of CDM regulations have been used in the past, notably sample groups, influence network models, case studies and statistical analysis (reference). The case study approach analyses a very small number of duty holders using semi-structured surveys, and over a number of periods (e.g. quote people and times). Although this methodology can be detailed, results can be extremely unrepresentative. Resultantly, the sample group methodology was chosen for this study, which follows the same layout, but with a much larger number of duty holders. Academics such as (reference) and (reference) have used this type of methodology in the past. The sample group methodology was most appropriate for this study, as data was needed from multiple different duty holders in order to make comparisons and generalizations. Using influence network models was deemed less appropriate than a sample technique as this tended to concentrate on influences for poor health and safety rather than the effectiveness of the CDM Regulations 2007. Criteria for evaluating effectiveness In order to gain useful information it was important to understand what the outcome would be compared to (Moore, 2000), therefore, at this stage the ultimate outcome for measuring the effectiveness of the revised CDM regulations would be to measure the impact they have had on accident statistics on construction sites. This measure however takes a long period of time for changes to manifest themselves and enable a comparison to that of the CDM regulations 1994. As the introduction of the CDM regulations 2007 only came into force in April 2007, a number of different measures have been implemented throughout this study in order to measure the early effectiveness of the new CDM regulations. Table 7.1 below shows the steps taken with the required source of evidence to indicate that an early impact has been made. Effectiveness means the capability of producing an effect (www.wikepidia.org) and in this case, it can be assumed that with reference to this study the intended effect of the CDM regulations is to reduce accident statistics on construction sites. Table 7.1 Impact outcome of the revised CDM Regulations Step Outcome measure Indicative evidence of outcome 1 Duty holder awareness that CDM regulations have been revised Events and articles to launch the revised CDM Regulations 2 Duty holder obtains information about revised CDM Regulations Sales and downloads of the revised CDM regulations and guidance material 3 Duty holder acts internally on contents of revised CDM regulations Duty holder acknowledges clarity in the regulations and better known what is expected of them 4 Improvements in management and design practice appear Positive duty holder views on the improved flexibility in the fit of the revised CDM regulations to a wide range of contractual arrangements. Improved information flow including from the clients. Improved competence assessments. Improved communication, cooperation and coordination between duty holders. Improved health and safety files. Reduced bureaucracy and paperwork. Clients committed to ensuring the safe management of projects. Coordinators are perceived as adding value. 5 Improvements in risk management through good design apparent in specifications and drawings. More on-site hazards are eliminated and thus appear less frequently on drawings / specifications. More resid