Alumni tracer Essay

Background and Rationale The College of Computer Studies (CCS) at Central Philippine University (CPU) started in 1995 when the course Bachelor of Science in Computer Science (BSCS) was offered as a degree program under the College of Commerce. The program aims to fill the growing need for computer literate professionals in the field of business. On June 2001, in line with the recommendation of the Commission on Higher Education (CHED) to pool all related courses into one college, the CPU administration decided to transfer the department under the College of Engineering (COE). The department was merged with the Department of Software Engineering. On June 2002, the College of Commerce offered a new program, Bachelor of Information Science and Management (BISM). The offering of this course was made to integrate Information Technology to all business and management courses. In 2003, the University President, Dr. Juanito M. Acanto  recommended to the Board of Trustees for the creation of the College of Computer Studies which will be composed of three departments: Computer Science, Information Sciences and Management and Information Technology. This continuing growth in the life of the College is brought about by the increasing need of competent information technology professionals. In a nutshell, the performance of an educational institution’s performance is partly measured by the employability of its graduates. At present, the college needs to determine the factors that affect graduates’ employability and analyze the benefits of it in the preparation of soon to be graduates and enable them to meet the challenges of professional life. Objectives The general objective of this tracer study is to gather relevant information as to the employability of the graduates in the CPU College of Computer Studies graduate from School Year 2001 to 2005. Specifically, this tracer study aims to: 1. describe the graduates in terms of age, civil status sex, age and residence, major field, year graduated and academic performance; 2. determine the graduates’ professional skills, professional examinations passed, and reasons for taking the course; 3. determine the trainings and advance studies attended by the graduates after finishing college; 4. determine the industry classification of the companies where they are employed, job position, monthly salary range, job requirements and the â€Å"waiting time† before they landed on a job. 5. determine the perceived factors that help them landed a job. Scope and Limitation This study aims will cover all College of Computer Studies graduates whether working abroad or in locally-based companies who graduated from SY 2001 to 2005 only to allow the graduates enough time to find employment. It aims to cover all graduates in local residence and those who are residing abroad. Significance of the Study An institution like CPU professes â€Å"Exemplary Christian Education for Life† as its Mission Statement which aims to offer quality education programs to its constituents. It is therefore relevant for the college to determine whether it has helped the graduates become productive members of the society. In any instance, the College has investigated the factors that significantly affect graduates’ employability given today’s conditions. This investigation is crucial to the growth of an institution because if there is no conduct of an evaluation of outcomes of the educational process there will be no benchmark unto which the basis of future developments can be based upon. School’s alumni are the best proof of its capability to effectively educate. This need for a tracer study for the College of Computer Studies is seen to be a long overdue endeavor that needs to be ventured upon. Since its conception it had produced 240 graduates to date. CHAPTER II REVIEW OF RELATED LITERATURE Recognizing the importance of evaluating the status of an educational institution’s alumni is crucial to its growth if not to its existence. This need is recognized by government agencies that govern the quality of instruction in Higher Education Institutions (HEI’s) like Central Philippine University. The Commission on Higher Education (CHED) is conducting a comprehensive study that requires all HEI’s to do individual graduate tracer studies on their respective alumni. The result of the research will become a tool in pursuant to the envisioned upgrading of the educational system in the country. A move to outcome-based evaluation from an evaluation system based more on inputs represents a shift from the quantitative to the qualitative. The process is more searching, because the account must be reflective, and provide a justification of why things are done in a way that it has been chosen. Effectiveness of process has to be demonstrated, in relation to intended outcomes. Factual data is still required, but to support a case that a department is performing effectively, rather than as an end in itself. The approach is less prescriptive, for example a department must decide whether a particular set of data is relevant to a demonstration of effectiveness, rather than providing it simply because it has been required (CHED IQUAME Primer, 2006) Another government agency that pursued graduate tracer studies is the Technical Education and Skills Development Authority (TESDA). TESDA has embarked to undertake various studies and researches on Technical Vocational Education and Training (TVET) programs and related TVET developments with the end view of coming up with evidence- based policy recommendations to be used by the management. One of which is the Expanded Tracer Study of SY 2000-2001 Post-Secondary Graduates conducted at the latter part of 2002. This study was undertaken to ascertain the effectiveness of TVET programs of all TVET institutions as manifested by the employability of its graduates. The result of this studies served as benchmark in determining performance in the provision of middle-level skills development services of the different TVET players of the regions. It is envisioned to provide signals on the kind of jobs TVET graduates go into; their income levels; the length of job search before landing their first job; and the certification, among others. Sub-module of the study was the evaluation of the PESFA graduates during the same period. This undertaking was done as part of the regular Monitoring and Evaluation of Training Performance (METP) System spearheaded by the Planning  Office of TESDA. The previous conduct of the graduate tracer study was undertaken in 2000 (TESDA), 2000). A study by S.N Zembere and M.P.M. Chinyama of the University of Malawi, discusses the results of the tracer study of the graduates of the University of Malawi who graduated between 1987 and 1995. The main objective of the tracer study was to examine the changes in the career pattern of the graduates in order to provide a basis of evaluation of the current programs of the University of Malawi. The significance of the study is to provide a continuation of the process of evaluation of the performance of the college as well as the graduates of the college. Another study, Tracer Study of Science and Technology graduates of 2000 and 2001 conducted by Management Information System Unit of Science and Technology Policy Research Division of the National Science Foundation Of Sri Lanka, the results of the study shows the trend of the employment status of the graduate by gender, employed and unemployed rates, sector employment, achievements, waiting time for the graduates for their first paid employment, waiting time for the graduates employment according to gender, view of the graduates for the effectiveness of the degree course, view of the graduates on the relevance of degree course to current employment, reasons for being engaged in fields not related to degree course, self employed graduates, obstacles faced by graduates when finding employment. The results of the study will also provide evaluation on how more will the college will provide updates on the degree course, so as to provide the basic requirements of the industry for employment. With the increase in the number of College graduates in the population, increasing also the rate of unemployment in the country, employment opportunities for graduates have become very competitive, Routine Alumni Tracer Study conducted by Maldives College of Higher education hopes to assess the employment status of their graduates, assess the impact of graduates training on job appointment and assess how graduates perceive their college in relation to their academic and professional developments.  Same objectives also this aims to achieve for their graduates. Career Outcomes of Graduates 2004, a study by Manwel Debono, Albert Debono and Noel Caruana focuses on the employability of the graduates. The study presented in this document provides a useful and essential tool when it comes to policy design and development in both the spheres of education and employment; two sectors that are welded and complementary. A close analysis of the findings leads one to conclude that the role of career guidance is a crucial and vital aspect of any person’s career path. Career guidance creates the possibility for a person to identify capacities, competences and interests that will lead to making appropriate educational, training and occupational decisions. Same concern of this study is to determine the trainings and advance studies attended by the graduates after finishing college. The college might as well provide career guidance that can provide significant support to individuals during their transition between levels of sector of education and trainings. On higher education institutions, a website posted by Far Eastern University becomes a tool in tracing the whereabouts of their alumni. On the same note, the college of Computer Studies, gears itself through the help of the University Research Center (URC) in the conduct of this study. CHAPTER 111 METHODOLOGY Research Design The study will utilize a descriptive-relational research design with the aid of a â€Å"one shot survey†. The tracing process of the most recent graduates The target group for the tracer study includes graduates of the year 2001 to 2005 of Central Philippine University. The respondents will comprise all the 240 graduates of the College which is included in the above mentioned range of years. The identification of the graduate was primarily based on a list  of graduates provided by the Registrar’s Office on all graduates of that period. Through this list names, addresses, emails and telephone numbers of most of the graduates were available from the date of enrolment.. However, it appeared necessary to follow up on contact addresses of all students in order to update their address details due to the possibility of movements since many students now have graduated and changed their contact addresses. First, all students will be contacted by telephone. This personal contact is expected to get many positive responses as well as encourage the graduates to participate in the study and, moreover, to identify the remaining group of stud ents. Second, personal network (word of mouth) and use of key resource persons from each group were used to enquire current addresses on those students who could not be traced through the previous method. Thirdly, a surveys will be mailed via the post office to graduates once their addresses are correctly identifies. Fourthly, an online registration system will be developed such that graduates who have internet connectivity can log-on and fill up the survey forms on-line in addition to the available exit questionnaire which is downloadable from the CPU website.. Data Collection Data will be collected utilizing quantitative approach. Structured questionnaire will be employed.  Survey. A structured questionnaire will be formulated based on the study objectives and identified variables and indicators. This variables and indicators will be based on previous studies of similar nature. As part of the proposal, the draft instrument will be submitted for comments and suggestions, the instrument will be revised and submitted for approval. The approved instrument will be pre-tested prior to the actual survey to identify areas for modification and refinement. Data will be collected by administering the instruments with the respondents who are readily available. For those who are not readily available, the instrument will be send to them by mail with a stamped return envelop or will be send electronically by email. The Questionnaire Design The questionnaire comprises three main subjects: Personal Details such as gender, age and place of residence; ï  ¶ Academic Details. This is primarily included in order to collect data about the students’ academic qualifications besides CPU credentials. Current Major Activity. This subject is to include to obtain the employment status and areas of employment of the CPU graduates. In order to ensure the maximum number of participants all traced students were followed up with personal telephone calls. All the traced students were notified about three times. Data Processing and Analysis The quantitative data will be computer-processed using SPSS PC+ Version 11. A coding manual will be prepared on the completed instrument and trained personnel will encode data in the computer. Quantitative data generated will be analyzed using appropriate statistical tools. Interpretation will be based on the result of the analysis. Proposed Schedule of Activities Upon approval of the proposal, the following activities will be undertaken: MONTH ACTIVITIES Finalization of Survey Instrument Conduct of Survey Data Processing and Analysis Submission of Draft Report Revision of Report Submission of Final Report PROPOSED BUDGET BUDGET ITEMS A. Data Gathering B. Data Processing C. Supplies D. Editing E. Report reproduction GRAND TOTAL AMOUNT P 25, 000.00 10,000.00 7,000.00 3,000.00 5,000.00 P50,000.00 BIBLIOGRAPHY An Evaluation Report on the Expanded Tracer Study Of SY 2000-2001 Post-Secondary Graduates, Technical Educational and Skills Development Authority http://www.ilsdole.gov.ph/PAPs/ResCon/rcon_03ens1.htm (7:30PM 11/23/06) Michael Cosser, Graduate Tracer Study http://www.mche.edu.mv/assets/images/fmc/articles_online/tracer_fazna.pdf (7:43PM 11/23/06) Fazna Mohamed, June 2003, Interim Report on Alumni Tracer Study Programme, Maldives College of Higher Education, Faculty of Management and Computing, Sosun Magu, Henveyru, Male’ (20-05), Republic of Maldives.

Responsibility For Solving Problems Essay

Should people take more responsibility for solving problems that affect their communities or the nation in general? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. Nowadays, there are many problems in our nation. These Problems affect people every day, everywhere, around the world. Responsibility towards our communities is an extreme international internal sensation. It is inside of every one of us!! â€Å"Ask not what your country can do for you, but what you can do for your country.† This quote by John F. Kennedy rings true. People should take more responsibility for solving problems that affect their communities or the nation in general because society should be more self-reliant. Every little thing that people try to do counts. We all need to work and volunteer to make our society much better and civilized. Additionally, the people of the community should take more action in helping out the environment so that they can enjoy living in a clean area without impediments stopping the sanitation of the vicinity. Citizens should be aware of global warming and should start helping out to stop pollution in the area. They can start recycling paper and canned products and collecting trash rather than littering. People in Los Angeles made a group together called LA’s Watershed Protection Program and helped to stop pollution. Some things they did were dispose of trash properly, used environmentally safe products, and recycled their used motor oil and filters. This is why the people should take more responsibility in helping out the environment to stop pollution in the future. Government support is helpful; however, people should not always depend on them. People need to take charge in order for the nation to prosper economically and environmentally. A nation is defined by the standard of life of its people. Thus, if the people work together to improve their lives, they will be improving the status of their communities, and consequently, their nation.

Organizational culture and preparing the new employee Research Paper - 1

Organizational culture and preparing the new employee - Research Paper Example Two major federal laws related to the organizational culture and employee nondiscrimination are discussed and explained. The report is concluded by providing suitable recommendations to the organizations facing this issue. The recommendations are given about how these organizations can minimize the challenges related to the preparation of new hires in the organization and how they can develop suitable human resource practices and organization culture to support the preparing and development of the new employees. The current business scenario has seen many major changes in the organizational and human resource practices in different businesses across the world. Globalization and workforce diversity have been emerging aspects which have created the importance of maintaining a suitable organizational culture and integrating the organizational culture within the workforce of an organization. Maintaining a perfectly balanced organizational culture is not an easy task. Human resource practitioners and managers are facing various challenges in the current globally integrated business scenario evolving from trends such as shifts in the political and legal environments across the world, advances in information technology, workforce diversity, increasing practices of outsourcing and offshore business activities and globalization. These changes create pressure on human resource professionals to recruit, develop and retain talented and skilled employees within the business. These challenges are great in magnitude and cannot be ignored by the organizations and HR practitioners across the globe. The human resource management systems are necessarily built and modified to become almost totally equipped to meet the challenges brought about by globalization and the integration of cross cultural diversity in the workforce of the

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Outsourcing Term Paper Example | Topics and Well Written Essays - 2250 words

Outsourcing - Term Paper Example e would be the hotel industry where they would include managing of the premise, catering, asset management, landscaping, and supplying the kitchen with the items required. Therefore, both of these industries have available options that an outsourced team may find relevance in as a way of promoting concerted efforts on the core activities for a business entity. Subsequently, outsourcing as a business process becomes the analyzing of the enterprise processes in a business firm to ascertain whether business process should be in house or obtained from the outside. This is because many business entities involved in either service or the manufacturing sectors of the economy have disengaged from activities that attract dismal profits for their firms. With this, many businesses involved in service delivery have opted to outsource most of their activities that range from payment collection, customer service and call answering, and billing services among a list of others. On the other hand, th e outsourcing aspect has been visible in the information technology departments within business firms as the number of IT professionals in the market has risen over time. In essence, the rapid transformation aspects that the information technology tends to experience makes it expensive for a business company to keep up. This is because of the regular trainings that the business would have to undertake to ensure that their IT department staff stays in line with the advancements. Therefore, this has resulted in many companies adopting outsourcing aspects that is relatively cheaper and essential in the continued running of a business. Certain areas within a company’s IT department have influenced companies to engage the services of professionals from the outside such computer software and... Outsourcing in business management refers to an arrangement in which an outsider company undertakes service provision that the company would have provided in house. In recent times, the outsourcing trend has become common practice in business management. The aspect of outsourcing helps in the improvement of business relations with suppliers. On the contrary, outsourcing serves as a contributor to enhanced company performance as it allows a company to focus on its competencies. The establishment of the outsourcing theory brought about significant changes to the management concept as it sought to enrich product provision and development. With these ideas in mind, this essay will delve on principles of outsourcing in management and activities that this aspect of business management oversees within a business environment. The increased cost of operations experienced by manufactures has made them adopt drastic measures that would ensure that their profit generations remain high despite th e high costs of production. Therefore, processing exports refer to the products manufactured through the process of international outsourcing by use of imported inputs. International outsourcing has generated interest for many researchers because of the relation between the choice of organizational structure and trading activities at the local and the international levels. Their subject of interest may also be on the factors that may influence a business entity to engage international outsourcing both on the theoretical and practical basis.

International banking and finance law Assignment - 1

International banking and finance law - Assignment Example The banks come to form under the aegis of one lead bank to make up the necessary availability of funds with the help of each bank in the group. The lead bank is the agency that has direct relationship with the borrower whereas other banks are called upon by the lead bank to fund the project (Gatti, 2008:157). The legal structure of the banks for proper financing the project may include lead bank, which has direct relationship with the borrower; participant; which is a financial intermediary lending an amount below the threshold; documentation bank responsible for correct drafting of the documents concerning the loan and agent bank responsible for managing the cash flows and payments during the project lifecycle (Gatti, 2008:157). It is however important to mention that lead bank could be liable to other members for negligent preparation of the information memorandum (Roberts, 1998:79). b) The legal issues arising from the loans given by the group of banks for a particular project include pre-contract relationships involving lead bank, lenders and borrowers; the legal position of the agent banks, information of the borrower, project details like requirement of finance during its lifecycle. The Unfair Contract Terms Act 1977 declares the exclusions of liability for negligence by notice will only be effective in as much as they are reasonable. A non contractual remedy is also available to the member in the form of an action for fraudulent misrepresentation (Roberts, 1998:83).. The rights and obligations of the banks are independent of each other and that the financial assistance provided by the banks in the group is usually separate loans made to the borrower which also gives the right to the bank to make its own decisions on matters pertaining to default by the borrower. The group of banks act like a syndicate, whereby, a clause is included declaring that when an

Analyze the reasons for the growth in UK low-cost airlines in recent Essay

Analyze the reasons for the growth in UK low-cost airlines in recent years and then discuss the implications for the tourism as a whole - Essay Example It is important to note that in many countries, tourism has been taken as an important sector that has caused growth and development of the economies of these countries (Fan 2006, 92). In this understanding, many of these countries have developed proper infrastructure in order to attract people to visit various sites and scenes for the growth of their tourism industry. The tourism industry has been offering various employment opportunities to people directly and indirectly. In this case, it has helped to achieve various micro and macroeconomic policies in these countries. People have exchange their cultures and learnt various things from those that come from various countries, underpinning the significance of the tourism industry. Aviation services are inseparably interrelated with the tourism; it provides the essential links to the tourism destinations and gives straight and significant impacts in the business arena as well. As the general standard of living increases and the globalization goes by, the demand for overseas trip has been increasing (Davison & Ryley 2010, 437). Consequently, the importance of functionality of aviation services in tourism is being magnified these days. Due to the nature of the aviation industry, the overall profit structure of industry is inherently vulnerable to irregularity. According to the IATA statistics, aviation industry has earned over $ 1 trillion in the last 60 years, but they have produced mere $ 32 billion as profit. In other words, an average profit margin is only 0.3 % (Smith 2009, 14). Moreover, Losses and profits fluctuate in accordance with the cyclical pattern. Under these unfavorable circumstances, the United States deregulation act has brought enormous changes in the airline industry. This has enabled aviation corporates to begin turning to the Low-Cost Carrier (LCC) market to secure profitability and competitiveness.

Emerging Language Learners Research Paper Example | Topics and Well Written Essays - 2750 words

Emerging Language Learners - Research Paper Example Particularly supportive, was joining a group with districts more talented in meeting the expectations of the emerging language learner students and comparable viewpoints on administrations and methods. The pathologist found that organization administration with different districts is more important in developing strategies in emergence language learning and can proceed more efficiently on a continuously when the districts have a typical vision or reasoning for administrations of students. The pathologist found out that, it requires some seriousness and good strategies for any region with an emerging English language learner group to create the limit. Then, districts will think that it is valuable to characterize needs as they start to react to English language learner student enlistments. In an interview, the speech language pathologist in districts with emerging English language learner community discovered efforts that concentrated on faculty sectors (initiative, proficient advancement, staffing) and effort. While there is no acceptable assessment base to characterize these needs, faculty, effort, and instructional administrations have been highlighted in writing on emerging English language learner communities. In an interview with off-campus special educator, many strategies were pointed out. The educator pointed out that strategy like more teacher talk was mostly employed in learning language.. Having an assigned individual administration duty regarding emerging language learner students and for get-together and imparting data about the students and their needs. Individual trained staff and giving support to "developing" qualified staff in the region, and assuring that instructors receive help and preparing to work successfully with emerging language learner students. For the effort, the center has been on advising parents about schooling and their duty of keeping themselves educated

Practicing Theory Essay Example | Topics and Well Written Essays - 3000 words

Practicing Theory - Essay Example Surname Viet, Given Name Nam is 108 minutes long and was directed, edited and written by Minh-ha. The film, although based on Vietnamese women, has not been made in Vietnam; the motive behind which accentuates the issues that Minh-ha raises. The essence of notion behind the film is the about the nature of documentaries and interviews. The film raises some hard-core questions about the issues reverberating behind the curtain of what is apparent. It addresses cultural values in the light of identity and popular memory. The film explores the Vietnamese woman and the role she has played in the historical context of the Vietnam War and the role she continues to play in the modern society. It attempts to bring to surface the nexus of how real and enacted characters blur the reality, and how drastically different can documentaries be from real life. She has intricately portrayed the nuances of fictional elements that become imbued in documentaries featuring actors instead of the real people . The end result is a sensual melodrama of courage and perseverance of the Vietnamese women embedded in a beautifully crafted multilayered depiction of interviews and documentaries. In her films, Minh-ha frames a richly ambiguous connection with ethnography, while highlighting the cultures of suppressed groups by digressing from the typical traditional techniques of ethnographic film (Petrolle and Wexman 178). Surname Viet, Given Name Nam has been shot in both black and white and in color and it contains printed information as well. The film makes use of many dramatic conventions like freeze frames. Stop-motion footage has been used extensively in the start of the film. The director uses techniques that focus the audience’s attention to one part of the screen. At many times in the movie, the camera is shaky and focuses on the hands of the interviewees, stressing upon the point that Minh-ha is

International Business. Multinational Enterprises Case Study

IBM as a Multinational Enterprises - Case Study Example IBM is one of the only nine companies in the Fortune 500 companies to be considered global. A company's recognition as being global is only measured by the percentage of their revenue from different markets. The three triad major world markets: North America, Europe, and Asia, are considered when companies are measured. According to the rules for a company to be called global, the revenue from each of the three major markets must be greater than 20% of the total revenue of the company (2006). In the case of IBM, it passed the test since IBM's revenue from all the three major world markets exceeds 20% of the total revenue. The company gets 42.7% of its revenue from North and South America, 32.7% from Europe, and 21.6% from Asia. Other big companies can be considered multinational enterprises, but not global companies. The number of countries IBM operates in, along with the vast availability of its products throughout the world is sufficient to conclude that IBM has a global reach. IBM interests the masses of other countries, and that is why it is the largest firm in its industry. IBM started to expand beyond national borders through the merger of its Canadian predecessors and establishing and maintaining a special relationship with its customers. According to the case presented, IBM expanded with speed and commitment into many different markets of the world. Contract manufacturing is outsourcing manufacturing tasks to other firms. In IBM's case, the company uses contract manufacturing to manufacture a lot of its products in different parts of the world. IBM's strategy is to remain a global company, and contract manufacturing fits in perfectly in IBM. Contract manufacturing allows the company to expand faster than if the company would manufacture everything directly from the host country. Furthermore, it saves a lot of money and time for the company because production facilities are not to be purchased, as it would be the case if IBM decides to manufacture them. It also involves getting the most out of the workforce. Local firms would know more about how to utilize their resources in the best possible way, and hence, local firms would a better job at managing local resources. Moreover, consumer tastes and demands differ in each country, so it is beneficial to use the knowledge of contractors about the home market. The contractors know mor e about the market for technological products in the home market. Furthermore, with specific assistance from IBM, the local firms can provide an IBM product with specific customization tailoring to the local population. Part of the reason for IBM's success in other countries is contract manufacturing. IBM would have to deal with a lot of issues such as location, availability of human resources and technology, training, market research, and government rules and regulations etc. To better minimize the risk of getting others to do the company's work, IBM has created six research centers across six countries to ensure that these centers conduct research in their region.

Effects of Pollution on World Economy Essay Example for Free

Effects of Pollution on World Economy Essay Today, the increase in the world population and the fact that improved lives leads to life in the cities could only mean more pollution and a concern for every one. The daily requirements of the humans have created an unrelenting world where human enterprise would not be ignored. The direct or indirect involvement such has been created by the necessity to survive largely as the major reason. Although, at times the basic force behind that, is the human nature to live comfortable lives by making work easier. Human activities on the face of the earth have affected the natural settings leading to major environmental impacts. Damage to the environment through pollution has always been the overriding result rather than improvement and development. In the recent increase in green house gas emissions have been rampant therefore warranting research, analyses and survey. The green house gases include carbon dioxide, nitrogen oxides, hydrocarbons that cause air pollution chemicals responsible for water pollution water and other metals that cause pollution to land and water (Hill, 2004). The analysis of pollution The graph below illustrates the yearly carbon emissions from different regions from 1800 up to 2000 in Million metric tons of carbon per year. From, this graph it is clear that the most leading countries in carbon emissions rank among the most developed countries. Developing countries and the less developed countries like Africa rank the lowest from this graph. It has been explained that less developed and developing countries is that economic costs of environmental regulation and compliance are small in respect to factors of production inclining more to those that influence comparative advantage (Gallagher, 2004) Source: Carbon Dioxide Information Analysis Center, Online, n. d. There is evidence that increase in economic growth leads to an increase in pollution has been authenticated by the research in Mexico by the use of Kuznet curve. What Gallagher in his paper says is that pollution surpasses the economic growth thus the industries must come with strong environment strategies to ensure hat the growth of both are at per. Otherwise pollution leads to loss of profits made by an industry. This means that pollution eats back to what has lead to the accumulation of wealth (Gallagher, 2004). Pollution effects from a negative outlook What do we mean by the term environment? The environment is composed of the natural situations that form the human living space. This means that these are the inputs for nature that man has to turn to at one point of his life for survival or to aid in acquisition of an otherwise important need in his or her life. In economic terms the environment is seen as a scarce good that has its own special attributes (Siebert, 2007). The argument is that environment has two conflicting functions, one being a public consumption good and the other a home for deposition of waste from the consumption and production processes. The transformation of the environment on the other hand has affected the humans and the enterprise leading to a cyclic system; a system that works by triggering form one end and the process comes back trough and from another end. One of the major environmental impacts has been pollution thus this research paper will concern on how pollution affects the world economy from all perspectives. Pollution in the world has seen the increase in carbon dioxide and fixation of nitrogen present in air since the start of industrial revolution. The major reason for this increase is due to human activities changing and recoursing the natural law order of making and degeneration of organic and inorganic substances. Fresh water available sources have been put into human use and millions of birds have gone to extinction due to human activities. It is very clear that the rate of degeneration caused by man is much faster than the way natural order would take to replace back or deal with the amount of excretion. This therefore, means we have a cause to worry because in the quest for dominion of the earth and to improve our lives the other side of the balance is getting heavier. The process of natural replacement requires one to a hundred years to be effective therefore if pollution goes on with the same kind of alarming rate then man has to use his own means to replace the depleted materials to their original levels. This is very costly and affects the world’s economy negatively (Ash Scholes, 2005). It is thus crucial to harmonize the different views on pollution to achieve pragmatism and success in the fight against man’s environment eventual extinction due to his own activities. This statement stems from the fact that pollution rates are different form the position of the country or region in that developing countries have the highest rates of pollution. This is a result of inadequate and many times lack of planning policies for the management of the waste form industries. On the other hand the rampant corruption harbored in these countries contributes immensely to the mismanagement of funds meant for the environment conservation and measures taken to avert the consequences of industrial effluents. However this does not mean that the developed countries are an exempt from this blame. Some of the most developed countries like America have large number of pollution from industries leading to mass destruction of animals especially in rivers lakes. At times these pollutant ranges to national border effects transported by agents like water and wind. Most of the large world economies since 1980’s have adopted the liberalized economy. This involves the right to engage in free trade using the available means of production. This thus, raises the concern of economy from the effect of pollution as a result of different countries applying all their resources to beat their inadequacy. This has translated to pollution taking two major turns. The first is the pollution from production and the second is pollution arising from consumption. In the quest to sustain energy production and sufficient supply of power major economies like China have resulted to using nuclear energy. This source of energy is renewable but has high dangers of leaking emission s to the atmosphere which can be lethal. The fact is that if it is lethal then it upsets the supply of labor if death occurs due to its results (Ash and Scholes, 2005). Labor is a very important factor of production which when terminated can lead to closure of factories besides causing negative growth. A very good example is the Bhopal accident in India that lead to the closure of the pesticide company due to death of 2000 to 8000 workers hours after the accident. Therefore the increased concern in the world environmental management has lead to United Nations concern of a fast fading natural setting world. This can be explained by the Kyoto protocol of 1997 which sought to achieve stabilization of green house gas concentrations in the atmosphere from dangerous levels that cause anthropogenic interference with the climate of the world. Many less developed and developing countries find themselves in situations of lack of enough capital to invest in the business equipment. It is therefore to assign a mammoth task to ask these business firms or industries to assign capital for purposes of preventing pollution. The implication from such kind of scenarios is that the externalities of pollution end up being passed to the society and to the governments indirectly. It is common in these economies to find that strategic industries are exempted from policies that are meant to curb the externalities because governments are not in position to make policies of internalization due to the importance attached (Stellman Bureau, 1998). Pollution has proved to be very costly to countries in terms of health and safety, waste, and clean up costs. Of most crucial point to be noted is the reduced life expectancy especially in developing nations. When pollution either air, water, land, noise or any other has adverse effects to the humans it becomes a major concern to check and rationalize the existence of such a firm or industry. Human life should be first be respected from any angle of perspective. The United Nations millennium goals state that life is a right that is inalienable. Therefore, the slightest notion that life human life is at risk should not be taken lightly. Gravity lies at the core of issues pertaining pollution and disturbance of human life. The greatest damage to the economy would be to destroy human life emanating from pollution. First it is not easy to diagnose the various signs and symptoms resulting from instances of pollution in the environment. This requires specialized personnel, equipments and a variety of high demanding technology to sort out the problem. Nonetheless, some of the effects to human health are life lasting thus the issues of compensation cannot be avoided. The point here is that a long and time exposure to pollution is an expense to the economy of a country. The expenditure in treating and maintaining health of humans caused by pollution is a major drawback to achieving success in the global development especially if the magnitude of such pollution is very prolonged over a long period of time (Limited, 2001). The other way of looking at the effect of pollution to the economy is the customer relation to pollution. From the point of any organization, firm, or business the ultimate final goal is to make profit. This means that form the management of business affairs all means must be employed to remain in the market for a long time and outdo other rival business or firms. This from the business point of view is very encouraging but to look at the other side of the face it has an ugly look. Pollution being a costly project requires planning for efficiency to balance internalities and externalities of a business. The damage that is done to the economy is that this cost is passed to the consumer. Such an economy where the consumer is robbed of the power to buy is a weak economy that is not driven by the market forces. It results to exploitation of the employer to the employee sine he has the means. The employee only works to achieve the basic needs. There is no pleasure derived from work thus the value of work in such an economy is downtrodden (Driesen, 2003). Pollution had had a myriad of problems and affects the economy of the world in a myriad ways. It is therefore, pertinent to mention that it might not be possible to tackle al of them. However, one major effect of pollution to the economy is international trade. The concept of international trade operates form the point of multinational companies moving to transnational border and trade relations between states. The fact that most of the products are transported from their place of manufacture to heir places of consumption means that they offer employment, so when such goods are found to be below standards or then they might be rejected. This means that the number of people who were working from these firms is laid off. This increases the rate of unemployment of such places in such countries. In this context, if such firms are closed the chances to improve are thwarted thus no chance is given to the possibility of innovation (Driesen, 2003). Conclusion In the light of this research paper it is worth to note that the effects of pollution have also a positive side. Already discussed above are the negative effects thus, the following part will try to look at the positive aspect of pollution. It might sound rather unconvincing but the approach will try to authenticate the concern correctly. Pollution being seen from the international trade of states lens can lead to effective prevention. This is possible from the fact that if a certain state identifies a certain product to be a pollutant then measures to control the production of such a product are put in place. This means that the regulations will apply to other state trading with this nation. This means that the overall economies are focused to have products that are acceptable to them and to other member states. This at he same time means that if pollution prevention measures are put in place the firms and manufacturing companies seek the alternative of innovating other methods to produce better goods that are in lime with the regulations on pollution prevention. This means that the products that arise as a result for this new invention are better placed thus they penetrate markets to leap heavily at the expense of the earlier polluting products. This raises the firm’s reputation as well as the market advantage (Driesen, 2003). At the same time, this new invention lead to offer of new employment thus the once aversive pollution firm now becomes the centre of interest by complete change of ideology and repackaging. If a manufacturing firm changes its products from the polluting ones to the zero or less polluting ones there is an increase in the requirement from the market due to the increase in population. This means that industrialization takes human life and aspects to another level of civilization. Thus, if there is no pollution we might be stagnating with obsolete technology that does not help mankind. Tabb argues that an economy grows from the pollution that emanates from the industries. If workers must die from pollution and in the response economy grows, then pollution is might be justified (Tabb, 1992).

How to Establish and Maintain a Safe and Supportive Learning Environment Essay Example for Free

How to Establish and Maintain a Safe and Supportive Learning Environment Essay ‘’A suitable learning environment is crucial for effective learning to take place. This involves not only the venue and resources used, but also your attitude and the support you give to your students’’ ( Gravells A 2012, pg 24). In providing an ideal learning environment, you might have to be creative and work with the settings you are provided with. You must consider your student’s health and safety needs, and work within the boundaries of your organisation policies. Should there be any concerns about health and safety you must inform your organisation’s designated personnel. At no time should your learner’s health and safety be compromised. To establish purposeful learning in your given environment you must arrange the physical space to be conducive to discussion, and you as the facilitator should be easily seen by your learners. The toilet facilities should be clearly accessible, and any disable needs are met. When food and drink are provided, it should be suitable for everyone. For example the vegetarians, kosher and halal preferences, should be catered too as far as possible. If you have a break time it is good practice to let your learners know when this will take place. Knowing this can help your learners focus on their learning. Delivering your sessions with passion can help to motivate your learners. It is your responsibility to be prepared; making sure your environment is clean, and at the right temperature. If it is too hot, be considerate and open doors or windows- do try to solve or manage the problem. Also the quality of your lesson, tells your learners, you are professional and serious about your job. In such an environment your learners can feel ‘’safe secure, confident, and valued’’ (Gravells A 2012 pg25). This safety first approach is reflective of Maslow’s Hierarchy of needs, which states if one’s basic needs are met, and one feels comfortable, then one can feel a sense of belonging, which positively affects self esteem, this in turn can have a positive effect on learning Maslow 1987. (Gravells A 2012 pg 42).

How Does Poverty Affect A Child?

How Does Poverty Affect A Child? State parties recognise the right of every child to a standard of living adequate for the child`s physical, mental, spiritual, moral and social development. (UN Convention, Article 27) (Daniel, P, 1998, p50) There are two definitions of poverty; absolute and relative. Absolute poverty refers to a set of standards which is the same in all countries and which does not change over time, whereas relative poverty refers to a standard which is defined in terms in which the individual lives. In Britain we refer to relative poverty when discussing poverty, according to End child poverty. Org (2009) 4 million children, one in three, are currently living in poverty in the UK, http://www.endpoverty.org/ Any household with an income of less than 60% of the British Median is classified as in poverty. The official cut off line is  £199 per week for single parents and  £283.20 for a two parent family after housing has been paid (Gentleman, Amelia, 2009) It is often argued that if children are housed, fed and have access to free healthcare that they have nothing to complain about, Hilary Fisher, director of the campaign to End Child Poverty would disagree stating half Dickensian, half wartime, with images of children in ill-fitting clothes, is very far from reality. People have peculiarly outdated conceptions of British poverty (Gentleman, Amelia, 2009) http://www.guardian.co.uk/society/2009/mar/18/child-poverty-labour-eradicate-promise Providing a weeks worth of meals for three people for  £6.66 a head is easy once you work out how, .The gas and electricity payments for the week have already been made, so she knows the children will be warm. A mothers words quoted from an article from The Guardian. She also rejects the suggestion that her family might be described as poor. Oh no, she says firmly. We get by. http://www.guardian.co.uk/society/2009/mar/18/child-poverty-labour-eradicate-promise Poverty usually means children miss out on school trips, do not have adequate winter clothing and arent able to enjoy leisure activities with their peers. As a result, their education suffers making it difficult to get the qualifications they need to move on to sustainable, well-paid jobs. This limits their potential to earn the money needed to support their own families in later life, and so a cycle of poverty is created. According to Rowntree the two most significant causes of child poverty are long-term unemployment and the growing number of low paid jobs. (Daniel, P, 1998, p59) Children who grow up in poverty face a greater risk of having poor health, being exposed to crime and failing to reach their full potential. http://www.dcsf.gov.uk/everychildmatters/strategy/parents/childpoverty/childpoverty/ Childhood is the most vulnerable time of life and health inequalities can have lasting effects throughout life. Good health in the early years lays the foundations for positive development. http://www.hmg.gov.uk/newopportunities/early_years/priority.aspx Katy Morton says children living in poverty are more likely to be obese and have poor dental health. (Nursery World). Obesity can lead to an increased risk of diabetes, heart disease, high blood pressure, osteoarthritis and some cancers. http://www.food.gov.uk/science/dietarysurveys/lidnsbranch/ Attachment theory is the joint work of John Bowlby and Mary Ainsworth (Ainsworth Bowlby, 1991). He thereby revolutionized our thinking about a childs tie to the mother and its disruption through separation, deprivation, and bereavement. Mary Ainsworth contributed the concept of the attachment figure as a secure base from which an infant can explore the world. http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf. Poverty reduces the parental bond and attachment between parent and child, due to the parent being pre-occupied with financial problems, housing worries and health problems, according to studies of parents in poor families (Huston, 199; McLoyd, 1990; Sampson Laub, 1994) (Rudolph Schaffer, H, p346) This could be argued that children whose parents are out of work and are at home with the children may have a better attachment with their children due to time spent at home` the first few months are vital in order for babies to form healthy attachments.` http ://www.hmg.gov.uk/newopportunities/early_years/priority.aspx These studies also suggested that child that come from poorer homes often live in a chaotic and disorganized manner due to parents being too busy with their own problems and that children would more likely to be attracted to playing in the street and are more likely to come to harm within the home and outside of the home. That parents are more likely to use `erratic` and ` disciplinary techniques` to use physical punishment on their children. (Rudolph Schaffer, H, p346) Many children who face poverty escape damage and develop into well-functioning adults. (Rudolph, Schaffer, H, p347) Poverty does not always lead to inadequate parenting but can have great effects on the children`s self esteem and self image leading to depression and worthlessness. (Rudolph, Schaffer, H, p347) Children who have intellectual, athletic or artistic talent which leads to fulfilment are more likely to follow acceptable pathways rather than leading into anti-social behaviour, violence and crime. (Rudolph, Schaffer, H, p347) Where children who come from poverty their parents may not be able to afford the fees for such activities and not be able to fund the equipment needed, this could result in the child not being able to develop their talents. (Rudolph, Schaffer, H, p347) It was in 1867 that Thomas Barnado set up the Ragged School and starting helping the abused, vulnerable, forgotten and neglected children of east London and his work still continues today. `Barnardos vision today is that the lives of all children and young people should be free from poverty, abuse and discrimination. Barnardos believe in the abused, the vulnerable, the forgotten and the neglected. We pledge to support them, stand up for them and bring out the best in each and every child` http://www.barnardos.org.uk/who_we_are/history.htm A government-commissioned report on health inequalities will provide a key influence on future public health policy in the UK, according to Health Secretary Frank Dobson the Acheson report published in 1998 demonstrates the existence of health disparities and their relationship to social class, the report calls for an increase in benefits for expectant mothers as they have inadequate diets. There is substantial evidence that reduced breast-feeding, small-for-gestational-age birth weight, Fe and I deficiency, and protein-energy malnutrition (PEM) are associated with long-term deficits in cognition and school achievement. However, all these conditions are associated with poverty and poor health, according to a report by S. M. Grantham-McGregor, S. P. Walker and S. Chang http://journals.cambridge.org/action/displayFulltext?type=1fid=796168jid=PNSvolumeId=59issueId=01aid=796156 Cognitive development are stages that children have to pass through to understand and make sense of the world around them as stated by Piaget (Kehily, M, J, pg, 145, 2009) Also stating that poverty has a disproportionate effect on children, and children under two are more expensive to look after than older children, but Income Support levels do not reflect this. Furthermore it states that many low income families do not have enough money to buy the items and services necessary for good health, meaning that money for food is often used to meet emergencies. The report calls for more funding for schools in deprived areas, better nutrition at schools and health promoting schools. Promoting health through the curriculum, offering free fresh fruit and avoid putting sweet machines on the premises. The report also states children from disadvantaged backgrounds achieve less at school than other children and are more likely to go on to get badly paid jobs or be unemployed. This leads to a vicious circle of health problems associated with low income and a perpetuation of the poverty trap. The poor are also twice as likely to have drink problems as the rich. Seven teen per cent of poor men and 6% of poor women has an alcohol problem, compared with 8% of rich men and 3% of rich women. http://news.bbc.co.uk/1/hi/health/222649.stm Men and women with a lower level of educational achievement tended to have a less healthy diet according to results from The Low Income Diet and Nutrition Survey (LIDNS). http://www.food.gov.uk/science/dietarysurveys/lidnsbranch/ In Britain in 1997, one home in every three was classified as a low-income household. With children being raised in poverty were less likely to attend school on a regular basis, not progressing on to further education and gaining qualifications to lead into employment. Girls were more likely to become young mothers and to fall into the same cycle of deprivation as their parents. There is a strong link between childhood experiences and adult life-chances. Former Prime Minister, Tony Blair, pledged in 1999, to end child poverty by 2020 with an interim target to halve child poverty by 2010/11. http://www.insidegovernment.co.uk/children/child_poverty/ Children living in poverty usually have to live in poor housing conditions, this can lead to the child having health problems like asthma, bronchitis, living in bad housing can cause severe ill-health and disability before they reach middle age. they are more likely to be absent from school, child development suffers due to their home being cold and damp, their chest hurts when they breathe, and not being able to sleep at night, when the heating does not work as an article by lisa Harker states. http://www.guardian.co.uk/society/2006/sep/13/comment.guardiansocietysupplementEvery Child Matters government programme for child welfare picks out health, safety, economic well-being, making a positive contribution, enjoying and achieving as the critical factors that shape childrens lives, there is no explicit recognition of the role that housing plays Childrens mental health is also affected. According to` The Shelter` children are teased at school because their clothes smell of damp, which affects self-confidence and they have low self-esteem. The condition of the house makes it difficult children to have friends round to play, which impacts on their social development. http://image.guardian.co.uk/sys-files/Society/documents/2006/09/12/Lifechancereport.pdf In 1999 the Government made it a priority to eradicate child poverty within a generation. The Child Poverty Bill was introduced to provide a statutory basis for the commitment made by the government in 1999 to eradicate child poverty by 2020. http://www.politics.co.uk/legislation/children-and-family/child-poverty-bill-$1307945.htm `Sure Start brings together childcare, early education, health and family-support services for families with children under 5 years old. It is the cornerstone of the Governments drive to tackle child poverty and social exclusion working with parents-to-be, parents, carers and children to promote the physical, intellectual and social development of babies and young children so that they can flourish at home and when they get to school.` http://www.dcsf.gov.uk/everychildmatters/earlyyears/surestart/aboutsurestart/aboutsurestart/ From April 2009 expectant mothers are able to get a one-off, tax-free payment called the Health in Pregnancy Grant. The grant is a one-off payment of  £190 the money is to help parents with cost of a new baby. http://www.hmrc.gov.uk/hipg/what-is-it.htm#1 also a way of encouraging pregnant women to eat more healthily, to spend more money on fruit and vegetables. This was argued by Dr Mark porter from the Times that many mothers to be would spend the grant on `booze` and `fags` rather than on enriching food for their unborn. Recent research has shown that the nutritional status of the mother during pregnancy can have a profound long-term impact on her unborn babys health. This can alter the babys metabolism, permanently increasing the likelihood of a range of problems in adult life, including obesity, heart disease and high blood pressure. http://www.timesonline.co.uk/tol/life_and_style/health/features/article6086365.ece Expectant mothers not having the sufficient vitamin can have greater risk of children developing diabetes, multiple sclerosis and possibly even autism according to Dr Mark Porter from The Times. http://www.timesonline.co.uk/tol/life_and_style/health/features/article6086365.ece ADHD is associated with children of low birth weight; tobacco, alcohol and cocaine abuse during pregnancy although there is little evidence that ADHD can arise purely out of social or environmental factors such as poverty, family chaos, diet or poor parent management (Barkley, 1990). http://www.adhdtraining.co.uk/about.php The strong association noted in a study between maternal mental health and childhood ADHD, single-parent families of lower income may be the most affected population. http://pediatrics.aappublications.org/cgi/reprint/111/5/S1/1232 The Government introduced the Child Benefit in 1977 replacing family allowances and child tax allowances it is a tax-free payment that can be claimed for children. . There are two separate amounts, with a higher amount for the eldest (or only) child of  £20.00 a week  £13.20 a week for any other children. Child Benefit is flat-rate and not age-related. `The case for age relation is that children become more expensive as they grow older. ` .http://www2.rgu.ac.uk/publicpolicy/introduction/socialsecurity.htm?CFID=538533CFTOKEN=eec3c7817f178fc-6136AFC9-D609-CB06-42FF4E4FAC7FCB18jsessionid=5030a3ed25e20497a47539430a692d643d45TR Child Trust Fund (CTF) is a savings and investment account for children. Children born on or after 1 September 2002 will receive a  £250 voucher to start their account. The account belongs to the child and cant be touched until they turn 18, so that children have some money behind them to start their adult life. Working Tax Credits was introduced in 1998 with the child care tax credit contributing to 70% of childcare for most families to help them back into work. (Pugh, G, p12, 2010) According to a report by Steve Doughty, Labours Tax Credits is being blamed for the break-up of families and the doubling of divorce rates in low income families with children. Ministers acknowledge that children being raised by married couples or complete family units are more likely to do better at school, have a better diet and are less likely to turn to crime and unemployment as those children coming from single parent families and step families. http://www.dailymail.co.uk/news/article-1158700/Tax-credits-DO-help-break-families-Parents-encouraged-divorce-claim-higher-benefits-says-report.html Tax Credits is to blame for the extra 45,000 extra babies born yearly according to research from the Fiscal Studies. With all the help from the government and all the incentive schemes why do children still living in poverty, do parents need to be better educated and should children learn money management at school. The Governments Every Child Matters Outcomes Framework should be revised to reflect the direct impact that housing has on all aspects of childrens life chances

What is a Nation? :: essays research papers

Essay 3: What is a Nation? A nation, as defined in Webster’s Universal College Dictionary, is â€Å"a body of people, associated with a particular territory, that is sufficiently conscious of its unity to seek or to possess a government peculiarly its own.† This definition is correct, but leaves so much unsaid. The word nation is actually derived from the Latin word natio that means birth. It represents the beginning of something. London had a miraculous â€Å"birth† in the year 0. This corresponds to the Virgin Mary giving birth to Jesus. When people speak of â€Å"country (nation) matters†, another Latin term comes into play, with matter meaning mother. A country must have a mother as a mother gives birth, which links back to a nation meaning birth. Now that the definition and meaning of a nation are provided, a common question comes to mind. What makes a territory a nation? A nation consists of three main items: documents, ideology, and language. Documents can be described as legal forms that state we are a nation, ideology includes a set of doctrines or beliefs that form the basis of a political, economic, or other system, and language come from sharing the same â€Å"mother tongue†. â€Å"Mother tongue† is the language that belongs to one’s identity. People who share these common elements represent the same nation. People who do not belong in a nation are those who do not possess the same elements above with anyone. For example, in Beowulf, Grendel and his mother did not have a nation and were therefore, angry with those who did. They were on the outside looking in and because of this outcast feeling, were angry. Grendel was even angrier because he was still living with his mother. They are roamers who do not belong anywhere. This can also be linked to the dragon and the Spear Danes not being a part of a nation, either, at the beg inning. National identity is always linked to religious identity, as well. Although the United States has many different religions, they are all legal practices here. Other countries may have another, different religion, which is why the people live, and are a part of that nation. We are born into a nation, and therefore are molded in a certain way and our beliefs lean toward what we are taught. With these shared beliefs, we share a common interest with others which is another aspect that makes people part of a nation.

Frankenstein-value for modern readers :: essays research papers

Frankenstein-value for modern readers Mary Shelley’s text, Frankenstein is a text, which is highly regarded in today’s society for its outstanding literary worth. However, the text as it was seen during the time of Shelley and its appearance and appeal today, most certainly differ. The most significant difference is that over a hundred years ago, the text was seen as a popular text, our modern day Simpsons, if you like. Conversely, today it appeals to the cannon of high culture. Its gradual change over time has been based on a number of deciding factors.   Ã‚  Ã‚  Ã‚  Ã‚  Frankenstein’s immediate audience was that of a popular audience. Such an audience purely relied on a story, which would indulge them with exhilaration or apprehension. In the case of Frankenstein the audience was introduced to the horror thesis. The story told delved piquantly into the tragic ordeals of Victor as his fiend wreaked destruction and devastation to all those, who were close to Victor. This story line is symptomatic of a popular audience, as they craved a story, which would invigorate passion and tragedy. Vast arrays of appropriations have sprung from Shelley’s text, which influence as to why the text still remains today. The main source of today’s appropriations has been drawn directly from the figure of the monster itself. As, technology advanced and the idea of the stage was subjugated with the growing trend towards cinema, the figure of the original idea of the monster diminished. The figure slowly morphed into a hideous being, possessing green, stitched skin with bolts in the side of the head (lacking the original parallels to Adam). Unfortunately, the birth of cinema and its immediate success led to the demise of the philosophies and principles, which were initially at the crux of Shelley’s Frankenstein. A modern day appropriation of Frankenstein is The Rocky Horror Show, which draws directly from the creation of a monster, yet puts it in a satirical context, once again abating the traditional philosophies. The birth of the horror theme was partly due to She lley’s text and though the horror theme is carried through today, it differs greatly as society now expects a different form of horror. Shelley envisioned a strong sense of humanity in her novel. She encapsulated the quintessence of the period in which she lived by expressing ideologies, such as humanity’s relationship with God and the hypothesis of nature versus nurture. The relationship with God was vividly changed during the industrial era.

Reading, Writing and Children’s Literacy Essay -- Education, Language,

In order to assist children in their education, educators must have a vast knowledge of various text types and how children will learn most effectively the components of each text type as well as when and where to use them within society. As educators, we need to constantly be aware of how we can support students to use language in order to learn effectively. The purpose, structure and language features of all the various text types are essential components of an educators understanding of the subject in order for them to educate students. Halliday’s functional approach to language as well as a much broader understanding of the socio-cultural approach to language is crucial to take into consideration when planning programs to educate students about language and text types. The purpose of writing to socialise is to help writers maintain or improve relationships. It is frequently used to explain, advise, request and describe events, experiences and information important to the writer. Different text forms used to socialise include thank you notes, greeting cards, invitations, social sites, emails and letters. These forms of writing can be formal or informal in tone, depending on the relationship between the writer and the audience. This particular text type is used help to share information important to the writer, there may be an assumed knowledge of some of the content included and information is generally written as the writer would speak. The structure and language features of this particular text type vary greatly according to the purpose and audience, but generally each will contain first and second person pronouns, specific participants, questions or statements. Concise language is used as well as simple past tense re... ...ate fully in the society in which they live. Educators must ensure students have a deep understanding of writing as a social construct and provide students with opportunities to practice using language as a social tool so as they can express themselves with confidence. Works Cited Emmitt, M., Zbaracki, M., Komesaroff, L., Pollock, J. (2010). Language & learning: An introduction to teaching (5th ed.). South Melbourne VIC: Oxford university press. Steps professional development. (2005). First steps: Writing resource book (2nd ed.). Belmont WA: Author. Win Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne VIC: Oxford university press. Winch, G., & Ross Johnston, R., & March, P., & Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literacy (4th ed.). South Melbourne VIC: Oxford university press.

America’s educational system Essay

Introduction As America’s educational system continues to strengthen and develop, a focus on individualized instruction and intervention within the regular education classroom has been brought forth in an attempt to keep struggling students from falling behind. This specific additional instruction and intervention, known as Response to Intervention in most states (RtI), is not only viewed as a push towards the improvement of education for all students, but is also being used as the means by which decisions regarding a student’s special education eligibility is based upon. However, for such a program to ultimately be beneficial, it will be up to the schools to ensure that the education professionals are putting forth significant effort in using the most appropriate type of intervention for that specific student. It will be the RtI team’s duty to define the student’s problem, plan an intervention, implement the intervention, and regularly evaluate the student’s progress (Martinez & Young, 2011, p. 44). Various interventions should be attempted if the scheduled improvement is not initially apparent. Statement of the Problem The groundbreaking passage of the Education for All Handicapped Children Act in 1975, the long overdue act which provided official protection of the rights and individual needs of those with disabilities within the educational system, sparked the remarkable increase of students being quickly diagnosed with a learning disability in whatever subject the specific student was struggling in (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). It was also noted that the majority of this increase in special education was found to be packed with minority students due to the deficient amount of teacher cultural awareness within the classroom. The special education identification method of Response to Intervention came about as education personnel searched for appropriate ways to identify students who genuinely required special education and attempted to remove the subjectivity from the identification process that had caused the previous increase (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). Instead of instinctively assuming that a struggling student has an LD, therefore immediately referring him or her for special education, educators need to attempt to reach this student by using other methods of instruction  that are research-based and proven to be highly-effective. Purpose of the Study This paper is designed to inform the readers about the core principals of Response to Intervention, the roles of school personnel, effective implementation, how educators are reacting to the process, and how RtI is filtering into the behavioral domains of the classroom. Both positive and negative aspects of Response to Intervention will be presented. The research is current and needs to be added to the available body of knowledge. Significance of the Problem Providing quality education to the children of this nation will hopefully always be unquestionably significant to society. The growth and development of society essentially relies on such provision. Considering this reality, the actual effort an educator makes in order to guarantee that each individual child is presented with the opportunity to reach his or her full potential academically will not only affect this individual child’s future, but the future of all of America. With the proper implementation of the Response to Intervention framework within the nation’s educational system, the appropriate exertion of effort from educators can be ensured. Limitations This article’s content was taken from database research using scholarly sources. It was researched and written in a period of 15 weeks with the required minimum of 15 pages but limited to 20. Response to Intervention is the structured process implemented by education personnel in which individualized instruction and intervention is provided for students who are struggling either academically or behaviorally (Martinez & Young, 2011, p.44). RtI’s purpose is also to serve in the early identification and preventative intervention process with hopes of ultimately reducing the amount of inappropriate special education referrals that are issued due to poor instruction. In order to construct a sound Response to Intervention framework within a school, the core principles of RtI need to be efficiently developed. Attention to each of Rudebusch’s principles from The Source for RTI: Response to Intervention will help to  ensure a more successful intervention process and should be used as a guide for educators. These principles include: We can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem-solving method to make decisions Use research based, scientifically validated instruction and intervention Monitor student progress to shape instruction Make decisions by using student performance data Use assessment for a variety of purposes (Rudebusch, 2008, p.20). As the general educator develops and constructs his or her own plan within the classroom, it is important that he or she fully understand that effectively teaching all kinds of children is possible. Thanks to No Child Left Behind (2001), teachers are now expected to deliver high-quality instruction to their students at all times as well as be held accountable for their student’s achievement (Osborne & Russo, 2008, p.17). To push for student achievement, and for high-quality instruction to occur, teachers need to implement both explicit and systematic instruction. This explicit instruction is especially important in the beginning stages of the widely-followed model of teaching provided within the Gradual Release of Responsibility Model. Rudebusch states; â€Å"The instructional sequence gradually moves each student from teacher-dependence to learning-independence. The teacher focuses the lesson with explicit instruction, uses guided instruction and student teamwork to practice the skills, and finally, allows students to demonstrate independent mastery of the skill.† Teacher responsibility decreases as student responsibility increases. This process also helps children in developing crucial self-regulated learning skills. Self-regulation can be defined as â€Å"the child’s capacity to plan, guide, and monitor his or her behavior from within and flexibly according to changing circumstances,† (Bramer, 2011, p.41). The development of this proficiency is critical as it will push the child to take control of his or her own learning helping to bring about a sense of independence which is the main focus of the Gradual Release of Responsibility Model. High-quality instruction has been filtered through the  self-regulated learner’s education. The second core principle of RtI provided by Rudebusch establishes the significance of early intervention. As soon as a child reveals any signs or symptoms regarding academic or behavioral difficulties to come, the educator is to intervene in order to attempt to keep the student on a similar pace compared to others in his or her same grade (Rudebusch, 2008, p.22). Students who receive such assistance early have been known to need fewer special education services as well as fewer rehabilitative services throughout the entirety of their education. The U.S. Department of Education states that intervening during preschool years can â€Å"enhance the child’s development, provide support and assistance to the family, and maximize the child’s and family’s benefit to society† (Rudebusch, 2008, p.22). If the child is identified at an early age then there is a greater possibility that they will benefit from the intervention strategies that are designed to meet their personal needs. Early intervention is also supported legislatively as the Individuals with Disabilities Education Improvement Act (IDEA) addresses the guidelines. Part C of IDEA â€Å"addresses services for children from birth to age 3 and their families, and section 619 of Part B†¦covers services for children ages 3 to 5,† (Bruder, 2010, p.339). Using a multi-tier model of service delivery allows struggling students to be provided with increasing levels of support in regards to their specific areas of difficulty. Each level varies in time consumption, intensity, and the amount of students receiving intervention. Whether they are receiving intervention in small structured groups using specific organized programs, or more intensive, individualized intervention that is provided for longer periods of time, this model of service delivery has been constructed to ultimately prevent future academic and/or behavioral problems, as well as assist in identifying students who actually posses specific learning disabilities (Rudebusch, 2008, p.23). RtI models are typically created with at least three tiers. From the description provided by Amy Detgen, Mika Yamashita, Brittany Davis, and Sara Wraight, in State Policies and Procedures on Response to Intervention in the Midwest Region, we are provided with a brief description and purpose of e ach tier: Tier 1:  Evidence-based instruction provided to all students in the general education classroom. Student progress is continually monitored. Tier 2: Small-group supplemental instruction provided to students who fail to make adequate progress in the general classroom. Programs and strategies are designed to supplement tier 1 instruction. Tier 3: Specialized and individualized instruction provided to students who are not responding to tier 2 interventions. Throughout each of these tiers, the progress of each individual student is monitored as data is collected and evaluated. This process is completed in order to ensure that the constructed intervention is proving to be effective for the targeted student. If the student continues to underachieve and show no progress, despite the various â€Å"high-quality instruction and targeted interventions† that have been provided, than this student may possess a specific learning disability (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). All remaining RtI related decisions have been left up to the schools, such as â€Å"†¦how many tiers are needed; movement from one tier to the next and duration, frequency, and timing of the interventions; and how screening for secondary intervention should occur†¦Ã¢â‚¬  (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 19). Rudebusch’s fourth RtI core principle consists of using an appropriate problem-solving method when making decisions within this multi-tiered model. This will aid in determining the specific student’s needs, as well as continue to develop and help evaluate student responsiveness to the actual intervention being provided. An efficient problem-solving process that should be used within the RtI framework should involve a variety of professionals’ skills and opinions in order to create the most appropriate intervention for the child in question. This process should involve: using measurable terms when defining the problem; effectively analyzing the problem and its variables; constructing a plan that will appropriately address the problem; putting the plan into action; evaluating the ultimate effectiveness of the plan (Rudebusch, 2008, p.24). Such a problem-solving process will contribute to the validity of a child’s individual plan as each step will help to ensure that appropriate decisions  are being made. Being able to effectively and efficiently solve RtI problems when they arise is of great importance as the child’s first constructed plan will not always be successful. In order for Response to Intervention to bring forth the amount of efficiency that it is capable of, it is essential that educators use â€Å"research-based, scientifically validated instruction and intervention† (Rudebusch, 2008, p.24). In No Child Left Behind (2001), scientifically-based researched is defined as â€Å"†¦research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs† (Zucker, 2004). Using this type of instruction for your students will be critical for their ultimate academic success. Another important quality to the highly-effective teacher’s style of instruction is differentiation. As the student population continues to expand and diversify, and as it is now known that not all students learn in the same manner or are at the same level in regards to their intelligence, differentiated instruction is crucial so that all types of lear ners can be met. Joan Van Bramer (2011) declares in Teacher Talk and Assistance and Self-Regulated Learning within the Context of RtI and Explicit and Systematic Teaching, that, â€Å"In differentiated classrooms, teachers begin where students are, not the front of the curriculum guide†¦In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one’s student’s road map for learning is identical to anyone else’s†¦Differentiated classrooms feel right to students who learn in different ways and at different rates and who bring to school different talents and interests†¦Differentiated instruction is the heart and soul of Tier 1, a teaching model necessitated by the wide reading range represented in each classroom.† Providing research-based instruction as well as differentiation on all three tiers can set in motion positive progress from each and every student. In the sixth, seventh, and eighth RtI core principles, Rudebusch highlights the importance of monitoring student progress in order to effectively shape instruction. Decisions made should be based on the student performance data that has been consistently collected from this progress monitoring. Rudebusch also stresses the usefulness of  assessments when checking progress. This progress-monitoring is the most suitable way in which an educator can determine whether or not the specific intervention being provided to the child is actually effective. By monitoring student progress, educators can understand and genuinely witness which types of instruction the child has positively responded to as improvement in their targeted area has been documented. This monitoring can also point out ineffective instruction as a child’s lack of improvement would be noticed. This is equally important as unproductive intervention should be put to an end or altered in a way which will hopefully meet the student’s previously denied needs. Using the collected performance data to identify the most appropriate methods of intervention, as well as using a variety of specialized judgment from the professionals involved, and using â€Å"scientifically validated evidence and information about a student,† are the foundations of the previously mentioned RtI problem-solving process (Rudebusch, 2008, p.25). To continue making the most efficient decisions in regards to student academic and behavioral intervention needs, the schools systems need to: continually collect student data; be able to pull valuable information from the data concerning student needs; use this data to â€Å"make informed instructional decisions at every level of the RtI framework,† (Rudebusch, 2008, p.25). Determining student needs from the data collected from progress monitoring is a reliable way to ensure that the selected intervention for said child is actually helping the child to improve in their targeted area of struggle. Using assessments within this progress monitoring is also another effective way to measure improvement. Assessments are also initially used to screen those children who are believed to not be making appropriate academic or behavior progress before intervention has even begun. Effective implementation of the Response to Intervention program within schools is key if success is to be witnessed among those struggling students who are participating within the program. In order for effective implementation to occur, the foundation of the RtI framework needs to not  only be based upon its eight core principles, but also needs the appropriate amount of dedication and commitment from the school personnel who are involved in the process. There are seven essential skills and competencies identified by Rita Bean and Jennifer Lillenstein in Response to Intervention and the Changing Roles of Schoolwide Personnel that education related professionals need to possess to help ensure the success of RtI within the schools. These seven proficiencies are: in-depth knowledge of literacy development and instruction; an understanding of how to collect and interpret data for instructional decision making; being able to differentiate one’s instruction; a willingness to collaborate and work successfully with others; a commitment to Lifelong Learning; possessing leadership skills; a facility to work with technology (Bean & Lellenstein, 2012, p.493-497). With the workings of RtI within the schools, it is now being found important for all school personnel to understand the â€Å"components of reading acquisition† and to be able to effectively provide evidence-based literacy instruction (Bean & Lellenstein, 2012, p.494). Principals viewed this knowledge as a way to better understand their educator’s struggles and concerns, while specialized personnel, such as special educators and psychologists, who formally did not need to possess such knowledge, now find the understanding of the literacy curriculum to be of great significance. All RtI school personnel involved and knowledgeable in reading and literacy education have a better chance of helping those students who are struggling with language arts eventually reach their full potential. As well as understanding the importance of effective literacy instruction, school personnel also need to be able to collect, interpret, and use the data they pull together from monitoring student progress to construct further instruction and intervention. Teachers need to understand that certain assessments might not be the most appropriate choice for one child while it could be the most effective for another. A wide variety of ways to assess students needs to be used, such as teacher observations and collaboration, rubrics, and student work samples, in order to truly grasp  what the student is struggling with. â€Å"To use data effectively, there is a need for shared expertise, with reading specialists, principals, and psychologists offering their expertise in psychometrics, instruction, and so on,† (Bean & Lellenstein, 2012, p.495). With school personnel interpreting data effectively and using such information to construct the most appropriate instruction and intervention for the targeted student, the likelihood that the student will benefit from the RtI process is much greater. The ability to differentiate instruction, as mentioned previously, is extremely significant to the implementation of RtI, and yet is one of the most difficult factors to achieve. However, successful differentiation is possible when educators take the time to seek out the most effective way to reach the child, understanding that all children learn differently. The support of differentiated instruction can be carried out by principals who help to develop staff schedules that will ultimately increase the availability and numbers of personnel available to aid in the classroom. These professionals can include special educators, reading specialists, or English language learning teachers. Using such professionals within the RtI process will only benefit those struggling students and help to differentiate the kind of instruction they will receive. This will aid in discovering the best way to reach each child academically. Another important ability school personnel needs to posses in order to carry out RtI effectively is the ability to collaborate positively with one another. Being able to work with others toward a common goal is extremely important, and regardless of the situation, this common goal should always be to discover the most efficient way to educate the child in question. Jennifer Lillenstein and Rita Bean (2012) state, in regards to collaboration within the classroom, that â€Å"there was consensus that to collaborate effectively, there must be a sharing of and value for diverse perspectives and preparation to attain the larger goal of enhanced instructional decision making and improved student outcomes.† By effectively working with one another in an attempt to make the best decisions in regards to what the targeted student needs, the educators establish joint responsibility for the  student. From this joint responsibility, the educators will be able to discuss the student’s strengths and weaknesses when making decisions concerning instruction (Bean & Lillenstein, 2012, p.495). Efficient collaboration between those who are a part of the RtI process is critical if what is best for the targeted student is truly in question. This consistent collaboration also provides opportunities for education professionals to learn from one another as they maintain and inspire their commitment to lifelong learning. Educators can always learn from the strategies, thought processes, and experiences of their co-workers. The final two skills and/or competencies mentioned by Rita Bean and Jennifer Lillenstein (2012) are leadership qualities and competency within the field of educational technology. Leadership qualities can involve a variety of skills, such as interpersonal skills, communication skills (such as assertive communication), skills related to the principle of trust, and skills involving active listening and problem solving. Other important aspects of leadership qualities an educational professional should possess include being able to successfully collaborate with a team, and leading and participating in conversations with individuals or groups concerning pressing matters. During these times of discussion, a leader should be able to not only provide positive feedback to his or her fellow co-workers, but must also be able to provide critical feedback if necessary. When critical feedback is taking place, a leader needs to treat his or her other co-workers with respect, be able to back up his or her claims with data and evidence, and should always keep the student’s best interests in mind. In regards to school technology, educators need to possess facility concerning these kinds of classroom advancements. Collecting data, monitoring the process of students, finding ideas for differentiated instruction, and learning more on one’s own are merely a few of the ways technology is now being used in the classroom. The collection, reviewing, and monitoring of student data and performance is critical to the success of their individualized RtI plan (Bean & Lillenstein, 2012, p.496). To find out how schools are implementing the entire Response to Intervention process within the classroom, as well as how educators are responding to the  process, a specific example is provided. In South Eastern Texas, an online survey in both rural and urban schools was completed. In Response to Intervention: How is it Practiced and Perceived?, by Rachel Martinez and Andria Young, the various aspects of RtI, as well as the results of the survey are examined. Ninety-nine educators completed this online survey in rural and urban schools in South Eastern Texas answering questions regarding the RtI process and their opinions about the procedure. The questions related to the RtI initiation practice, documentation of the student’s goals, data collection, intervention procedures, the resulting follow up decision process, and the educators’ overall opinions regarding the entire implementation. In reviewing the results, it was discovered that 87% of the respondents stated that it is the general education teacher who initiates the RtI process for the struggling student (Martinez & Young, 2011, p.47). Seventy seven percent of the respondents indicated that this course of action is most often initiated after a student scores poorly on a school-wide screening test. Now that this student has been identified as one who will participate in the RtI process, an RtI Team is formed. This team usually consists primarily of the general education teacher, special education teacher, administrator, and a reading specialist. Only 34% of the respondents stated that the child’s parent was a part of the team (Martinez & Young, 2011, p.46). In order for a child to be properly monitored, school personnel are to write specific academic goals concerning the student’s targeted areas and the amount of progress he or she is to make before a certain time period. These areas are to be operationally defined so that they can be continually examined (Martinez & Young, 2011, p.47). This is extremely significant to the RtI process as student progress needs to actually be seen in data form in order for the specific intervention to continue. Yet the comments left by the respondents concerning writing these measurable goals indicate that this is an area of weakness for educators and needs improvement. Concerning the follow-up process, results indicate that a follow up meeting was usually held by the RtI Team in order to appropriately monitor a student’s progress.  Seventy six percent of the respondents’ answers points towards the fact that at least half of the time students are making some sort of progress (Martinez & Young, 2011, p.49). Seventy one percent also indicated that students actually met their goals at least half of the time (Martinez & Young, 2011, p.49). If a student does not reach their goals, it is indicated that a new type of intervention is started and if progress is still not made, a special education referral is conducted. Yet the majority of the respondents, 74%, indicated that this eligibility is determined using a combination of RTI results and standardized testing data instead of just relying on RTI data alone (Martinez & Young, 2011, p.49). This specific example has provided evidence of the positive results of RtI and that the greater part of the respondents involved in this study felt that such a process ultimately benefited students. Yet comments concerning how the process is perceived by educators in this area were not all entirely positive. Some educators indicated that the same students who were being put through this process were actually already being provided extra help by their teachers. There was also an overwhelming amount of complaints in regards to the time RtI paperwork and documentation takes (Martinez & Young, 2011, p.50). In Special Education Teacher’s Perceptions and Instructional practices in Response to Intervention Implementation, by Elizabeth Swanson, Michael Solis, Stephen Ciullo, and John W. McKenna, some similar complaints involving RtI are stated. These negative aspects include scheduling challenges—as it is sometimes difficult to set aside a time in which all those who are required in the RtI process are available, the increased amount of paperwork necessary for each student, and the probability that additional staff may be needed. Despite these challenges, teachers find the early intervention opportunities, meeting the unique needs of each student, and the positive collaboration with other staff members to outweigh the previously mentioned negative features. The results of the specific study completed in the South Eastern Texas area indicate that the school personnel are consistently tending to the important components of the RTI process, despite such challenges, as they attempt to help each individual student reach their full potential academically. As Response to Intervention continues to show success in regards to aiding students academically, the use of RtI to help students who struggle with the social, emotional, and behavioral aspects of school is now an option. Since this type of negative behavior can be associated with poor school-related outcomes, the use of RtI behavioral interventions may prevent further dire behavior as well as prevent the need for special education services. A specific example where such intervention took place is provided in Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains: Current Challenges and Emerging Possibilities, by Elina Saeki, Shane R. Jimerson, James Earhart, Tyler Renshaw, Renee D. Singh, and Kaitlyn Stewert. This study uses RtI as a constructive approach for preventing and remedying emotional, social, and behavioral problems in students. The study took place at a public elementary school in a midsized city in Southern California by a collaborative problem-solving team consisting of the school psychologist, the principal, university faculty supervisors, and school psychologist interns. The participants included 55 third-grade students from three separate classrooms who all participated in Universal Intervention (Tier I). During Tier I, the two school psychologist interns conducted impulse control lessons for the students and administered a specific assessment both before and after the intervention. At the conclusion of Tier 1, the teachers nominated nine students who would possibly benefit from further behavioral intervention within Tier II. One student was chosen from this group by the school psychologist to receive intensive intervention (Tier III) targeted to his specific emotional areas of difficulty (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.48). In regards to the implemented Tier I Universal Intervention, 81% of the students improved their score on the assessment provided. For those receiving intervention at Tier II, four scores increased, one decreased, and two showed no change. The remaining two students were not present for either the pre- or post-assessment (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011, p.50). However it must be stated that in this particular study the type of lessons provided to these children at this level were based on teacher recommendation and not on their actual testing scores. In regards to the child identified for targeted intervention, no pre- or  post-test measures were actually conducted and the school psychologist’s clinical judgment was used. Yet the results were stated to be favorable concerning the child’s progress. Bringing the RtI framework into the area of social, emotional, and behavioral issues among students, instead of only issuing such intervention in regards to their academic insufficiencies, is a way school personnel can provide additional support for those students who are at-risk but are not eligible for special education services. However, it is of great importance that educators use a combination of both quantitative and qualitative data and that the interpretation of both must be objective. In the previous example, teacher input was used as the main source concerning the identification of students who would be receiving Tier II and Tier III intervention (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.50). This specific example of how behavioral issues are being tended to by RtI is shown to have overall positive results. Yet every school who implements such a structure for behavioral purposes must use a multifaceted evaluation process to avoid strong subjectivity in the decision making procedures. The implementation of the Response to Intervention program within classrooms, schools, and the entire educational system can have an overwhelmingly positive effect on those students who are struggling, either academically or behaviorally, when the process is executed in the proper manner. For this to occur, the eight core principles of RtI need to be apparent among educators and flourishing throughout the schools. These core principles include the understanding that all children can be taught effectively, the necessity of early intervention when possible, using a multi-tiered model of service delivery, using an effective problem-solving method to make decisions, using research based, scientifically validated instruction and intervention, monitoring student progress in order to shape instruction, making decisions involving implementation and instruction by using student performance data, and using the appropriate assessments for a variety of purposes when necessary (Rudebusch, 2008, p .20). Each of these Response to Intervention aspects are critical to RtI’s strategic implementation and crucial to the ultimate success of the program. Behind the eight Response to Intervention core principles are the educational  professionals who are following such guidelines and putting them into action. As RtI continues to grow and expand within the educational system, the various roles and tasks of school personnel also continue to develop. There are a mixture of skills and competencies that each educator should possess in order to carry out the RtI core principles effectively. These proficiencies include an in-depth knowledge of literacy development and instruction, an understanding of how to collect and interpret data for instructional decision making, the ability to differentiate one’s instruction, a willingness to collaborate and work successfully with others, a strong commitment to Lifelong Learning, various leadership qualities, and the ability to work with educa tional technology (Bean & Lellenstein, 2012, p.493-497). RtI implementation will have a greater chance of success for its students if the educators involved grew to be knowledgeable and comfortable in each of the previously mentioned areas. A study conducted in South Eastern Texas provided an amount of insight in regards to how schools are implementing the Response to Intervention process. This study also presented the manner in which school personnel responded to the program. RtI initiation within the schools, documentation of student goals, collection of data, intervention procedures, follow up decisions, and the educators’ overall opinion concerning the entire process is reviewed (Martinez & Young, 2011, p.47). Although the study ultimately praises RtI for its effectiveness, complaints regarding the amount of paperwork, time, and documentation procedures were noted. South Eastern Texas is not the only area in which these complaints have been made. Another source complains about the RtI scheduling challenges, the increased amount of paperwork, and the need for additional staff. Negative aspects aside, educators praised the early intervention opportunities, meeting the individual needs of each student, and the overall positive and informative collaboration with other co-workers. Since Response to Intervention has proven effective in aiding its participants academically, the use of RtI within the social and behavioral domains of the classroom is now an option. This behavior-driven intervention is used as a preventative measure as well as a remedy for those students who are already struggling with poor behavior. A study conducted in Southern California used this type of multi-tiered intervention to address some of the behavior issues taking place within the school as well as  appropriately aiding those children who were struggling both emotionally and socially (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.50 ). Although the results were deemed positive, the subjectivity of the educators in charge was questioned. Objectivity is a must if behavior-driven RtI is to truly address those who require the program. In conclusion, the Response to Intervention process is one that can benefit scores of struggling students if the structured program is adequately conducted by the professionals involved. In order for RtI success to occur, these professionals will need to consistently work together in discovering the most efficient way to sufficiently educate the students in question. Although the appropriate materials, specialists, and other intervention tools can be extremely significant to the RtI process, it is the distinguishing quality of effort that will ultimately hold the entire program together. If educators and other related school personnel do not exert the proper amount of effort in carrying out this process, then Response to Intervention will eventually be deemed worthless. It is up to the ed ucators and school personnel involved in this program to help RtI genuinely reach its valuable potential.