Learning Contracts Essay

Table of Contents Section Page Abstract1 Introduction 2 Definition of Learning Contract2 Purpose of the Learning Contract3 Uses of Learning Contracts3 Advantages and Disadvantages of Learning Contracts4 Advantages4 Disadvantages5 Designing Learning Contracts5 Conclusions and Recommendations 6 Conclusion 6 Recommendations†¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 References8 Abstract Learning contracts are being used in post-secondary education. Adults approach learning as problem solving and in theory by implementing learning contracts, the student becomes more involved in their own learning process. This paper discusses the use of a learning contract, the advantages and disadvantages for using contracts and the general design of a learning contract. The use of learning contracts provides opportunity for the student to be more involved in their own learning and apply relevance to their own educational experience. Learning Contracts â€Å"Contract learning is, in essence, an alternative way of structuring a learning experience: It replaces a content plan with a process plan.† Malcolm S. Knowles (1991, pg.39). In the early 1970’s, the concept that adults learn differently than children was introduced by Malcolm Knowles. This theory of andragogy has inspired research and controversy. The complexity of adult learning and motivation provides opportunities to explore new methods of teaching. Implementing learning contracts is an alternative way to structure the learning  experience. Definition. Learning contract by definition is an agreement between students and teachers that grant the student certain freedoms and choices about completing tasks yet requires the student to meet certain specifications (â€Å"Definition,† n.d., p. 1). According to Knowles (1980), contract learning solves, or at least reduces, the problem of dealing with wide differences within any group of adult learners. Knowles (1986) defines a learning contract as containing specifically: 1.the knowledge, skills, attitudes and values to be acquired by the learner (learning objectives); 2.how the objectives are to be accomplished; 3.the target date for their accomplishment; 4.what evidence will be presented to demonstrate that the objectives have been accomplished; and 5.how this evidence will be judged or validated. In academic settings the contract also specifies how much credit is to be awarded and what grade is to be given (p.38). Understanding the purpose and advantages of learning contracts and being able to apply them in our future careers as adult instructors will help prepare us for the variety of learning styles our students will have. Purposes of Learning Contracts Learning contracts have multiple purposes. One purpose is that it can enrich and extend the curriculum. They can connect educational needs to individual needs. The responsibility of learning is shared by the student and the educator. Learning contracts can also challenge the abilities of highly able students and provide alternate options that can be altered specifically for the differences in abilities, learning styles and interests of individual students. The contract is a tool for structuring the learning process. Uses of Learning Contracts Findings from research about adult learning have shown that when adults go about learning something naturally, they are highly self-directed (Tough, 1971, 1979). Coincidentally, when adults learn on their own initiative, they have a deeper understanding and more permanent memory of when they  learn by being taught. Core adult learning principles view the adult learner as the primary source of data for making sound decisions regarding the learning process (Knowles, Holton, & Swanson, 1998, p. 183). Contract learning is compatible with the notion that adult learners are self-directed learners. Online instruction is an example where contract learning can be highly effective. In an online environment, instructors are not physically meeting with the students to discuss learning goals, objectives and expectations. Learning contracts can help negotiate and define the learning goals and outcomes. Sample learning contracts can be placed on a web page and the student can determine which contract best suits their learning goals. Students can also engage in online discussions about the different options with their peers and gain a broader perspective through shared knowledge. Learning contracts can also be highly effective in the corporate world. Training employees is costly and can require large investments from organizations. Learning contracts allow the employee to take responsibility and increases motivation in the learning process when they are able to relate the training directly to their job responsibilities. Contracts can also clearly define the company’s expectations of the outcomes. When the expectations are defined, both instructor and trainee can track progress and stay focused on the company’s business goals and strategies. Learning contracts are useful in research. Research learning contracts provide form and structure to an unstructured environment such as the research laboratory, while ensuring maximal flexibility (â€Å"Contracts,† n.d., para. 2). It allows the student to control their own learning. Contracts allow students to define learning objectives, activities, rate of progress and methods of assessment that will evaluate the student’s success or failure. Advantages and Disadvantages of Learning Contracts Advantages. There are many advantages for learning contracts in adult education. Learning contracts enhance the adult learner’s self-directed learning experience. They promote creative and critical thinking for the student and develop their time management, planning and decision making skills. They can target specific individuals and their specific learning  activities. Each students experience can be unique to them and incorporate their own prior knowledge and experience. The contracts also allow students to work at their appropriate pace and can increase the student’s motivation which in return can increase their class participation. Contracts can help keep students on course if the contracts are specific and concrete. This can also help minimize miscommunication or misunderstanding of expectations and outcomes. The contract also provides a means for the learner to receive continuous feedback regarding progress toward accomplishing learning objectives. Disadvantages. There are disadvantages to using learning contracts. Contracts can be time consuming to develop. They typically are more detailed and require you to put in more work in the developing stage. Also, students can have confusion especially if their prior learning experience has only been the traditional method of instruction in a classroom. If students are only familiar with â€Å"instructor taught† learning and have not learned to be self-directed learners, the student could have difficulty adapting to this method. The learning contract method in pedagogic learning may require more instructor involvement verses student driven in andragogic learning. The attitude of the educator can have an influence on the learning contract as well. Some educators feel the learning contract gives the student too much control. Designing Learning Contracts There are many different ways to design a learning contract. Learning contracts can address the diverse learning needs of different students and may be designed to suit a variety of purposes. Despite the flexibility, there is a general format starting with identification of the content that will be learned. Specific methods and strategies that will be used to learn the content should be identified. Specifying resources to be used in order to learn the content and determining the type of evidence that will be used to demonstrate the learning should be identified. Last, the evidence that will be validated and by whom needs to be defined. Having clarity will lead to improved performance and allow for revision of learning objectives if needed throughout the learning experience (â€Å"Learning Contracts,† n.d.). Conclusion and Recommendations Conclusion. Malcolm Knowles’ introduction of andragogy has influenced adult education. A distinguishing characteristic of adult learning programs is the shared control of program planning and facilitation (Knowles, Holton, & Swanson, 1998, p.133). Engaging adults as partners in their learning experience satisfies their â€Å"need to know† and appeals to their self-concept as independent learners. Learning contracts are a tool that encourages students to participate more actively in their own learning experience. It is an alternative method of structuring a learning experience unique to individuals. It enables educators to work with differences among a group of learners. Learning contracts, more so than any other type of instructional method, create the conditions for individualized instruction. The contract method will not be effective if the adult learner is passive in their own learning experience. Disadvantages include extensive planning and commitment as well as excessive focus on individual success (Duggan, n.d.). In general, adult learners are going to be self-directed learners as opposed to child learners. Based on the five assumptions learned in WED 486 regarding adult learners: adults need to know why they need to know; adults need to learn experientially; adults approach learning as problem solving; adults learn best when the topic is of immediate value; and adults need to integrate new ideas with what they already know, learning contracts are an effective tool to enhance a self-directed experience. Recommendations. Additional research related to contract learning involves the fairness of learning contracts. In the traditional method of instructor taught learning, all students are given the same syllabus and information on what it takes to earn a particular grade. In the case of learning contracts, they are individualized to the learner. The contract may be specific as to how each learner will obtain earned grades but will the content be equal? Additional research is recommended to determine if contracts are efficient if not all students are covering the same material. References Duggan, T. (n.d.). The disadvantages of training agreements. Retrieved from http://www.ehow.com/list_6075915_disadvantages-training-agreements.html  Guidelines for writing. (n.d.). In Learning contract guidelines [PDF]. Retrieved from https://dsacms.tamu.edu/sites/sllo.tamu.edu/files/LearningContractGuidelines.pdf Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education. Knowles, M. S. (1986). Using learning contracts (p. 38). San Francisco, CA: Jossey-Bass Inc., Publishers. Knowles, M. S., Holton, III, E. F., & Swanson, R. A. (1998). Beyond andragogy. In (Ed.), The adult learner (5th ed., pp. 153-183). Houston, TX: Gulf Publishing. Learning contracts. (n.d.). In How to create and use learning contracts [PDF]. Retrieved from http://fcpsteach.org/docs/directions-learning%20contracts.pdf Research learning contracts. (n.d.). In webGuru. Retrieved October 1, 2011, from http://www.webguru.neu.edu/undergradu ate-research/structuring-ur-experience/research-learning-contracts Tough, A. (1971, 1979). The adult’s learning projects. Toronto: Ontario Institute for Studies in Education.

Battle of Gettysburg

The Battle of Gettysburg was fought by the largest number of soldiers, totaling 172,000 young men (â€Å"American Civil War†). During the Civil War, our nation was divided by the North (Union Army) and the South (Confederate Army) for opposing viewpoints on slavery and states’ rights. The Battle of Gettysburg was fought over three long, arduous days. The soldiers struggled under their respected generals in a 25 mile battle zone (â€Å"American Civil War†). This battle was a triumphant victory and a heart-wrenching loss for the troops of the Yankee North and Rebel South. The complexity of the Battle of Gettysburg brought together two fronts whose decisions and commitment would determine its outcome. Many generals commanded forces during this battle. General Robert E. Lee was a confident Confederate commander of the Army of Northern Virginia. He believed one resolute victory would bring an end to the war. To secure this victory, General Lee devised an offensive attack on Northern land. His Rebel troops were split into three divisions (I, II, III Corps) with approximately 25,000 men each and commanded by Generals James Longstreet, Richard Ewell, and A. P. Hill. Under Lee’s order each Corps traveled north discreetly so as to not raise Union Army suspicion (King 8-9). However, Lee’s strategy did not go unnoticed by the Union Army of the Potomac commander, Joseph Hooker. The movement of Confederate troops northward reduced the number of soldiers under Hooker’s watchful eye. He sent word to President Abraham Lincoln who, in response, ordered him to move the Union forces in the same direction to defend Washington, D. C. (King 10). However, Hooker moved to take a different course of action and wanted to attack the Confederacy’s capital of Richmond. Because of this breach of conduct, Hooker was replaced by General George Meade and never allowed to forge an attack on Richmond (Appleby 486). News of Meade’s recruitment and the forward movement of the Union army over the Potomac River were delivered to General Lee by a confederate spy. Information of such importance should have been relayed more quickly by General Jeb Stuart who was Lee’s eyes and ears on the Army of the Potomac’s whereabouts. This infuriated Lee as well as Stuart’s tardy return from his mission. To combat this advancement, Lee quickly sent word to his three Corp commanders to move toward Gettysburg (King 11-13). Soon after, another Union general became significant. His name was John Buford and he led his two cavalry brigades to the outskirts of Gettysburg. It was here that he noticed Confederate troops raiding the town for supplies like shoes, clothing, and food. Buford sent an urgent message for aid, since Union soldiers were outnumbered by approximately 4,000 Rebel soldiers (King 14). However, Buford’s cavalry was detected by a branch of the Confederate Army commanded by General Pettigrew. When these two fronts collided on McPherson Ridge on July 1, 1863, it marked the official beginning of the Battle of Gettysburg (â€Å"American Civil War†). Buford held off the enemy for two hours. General John Reynolds arrived with Union reinforcements known as the Iron Brigade or 6th Wisconsin. Moreover, Confederates were also receiving aid from Ewell’s II Corps. So, the Rebels still outnumbered the Union troops (King 14-15). Late that afternoon and after sustaining 8,000 casualties, the Yankees were on the run. The death of Reynolds further pushes the Union army to the verge of crumbling. Somehow, Union forces are pulled together in a united front when General Winfield Scott arrives on the scene of Cemetery Hill. They manage to take control here as well as Cemetery Ridge and Culp’s Hill by the end of the day. On the other hand, the Confederates retained control of only Seminary Ridge. This setback for the South was likely the result of General Ewell’s failure to follow Lee’s command (King 15- 17). Despite this, the Rebel’s morale remained optimistic as they initiated the fighting on the following morning (King 18). Union forces retaliated and saved their position until one of General Meade’s commanders staged his own offensive battle (Appleby, Joyce 486; King 22). This Union general was Dan Sickles. By moving his position without consulting General Meade, a â€Å"bulge† was created. This foolish mistake allowed 1,600 Confederate soldiers to rush the Union line to overtake Peach Orchard, capturing 1,000 Yankee prisoners (King 22). Another Union Army general, G. K. Warren, secured and protected a hill called Little Round Top before Confederates claimed it which helped combat the loss from Sickle’s blunder (â€Å"American Civil War†). At this point in the Battle of Gettysburg, both North and South sustained large numbers of casualties. The Southern casualties roughly totaled 7,000 of 22,000 troops. The North suffered even more by losing 15,000 soldiers. Both sides needed to re-evaluate their battle strategies. Lee thought victory for the South was possible with better timing and artillery. Conversely, Meade and his other Union generals decided to stay in their current position and continue the battle (King 22). After dawn on July 3, 1863, Union soldiers fired upon the Confederacy’s I Corps led by General Longstreet. The two fronts dueled on Cemetery Ridge. Around 3p. m. , Union fire subsided. The North hoped this tactic would give Confederates the impression that their cannons were being destroyed. The trick was successful and led to the climax of the Battle of Gettysburg (Appleby, Joyce; King 22; â€Å"American Civil War†). This final attack is known as Pickett’s Charge in honor of the general who commanded the attack. Pickett gave three divisions, which included 14,000 troops, the order to cross a treacherous mile-wide open valley. One of the divisions was led by General Lewis Armistead. Many Rebel troops followed him on foot. These soldiers were ambushed by Northern gunfire from 11 cannons and 1,700 rifles as they approached a small stone wall. The Northern commanders yelled, â€Å"Fire! † In response, Armistead yelled, â€Å"Come on boys! Give them cold steel! Who will follow me? † His troops responded with their famous â€Å"rebel yell. † Unfortunately, for the South, Armistead is fatally wounded leaving the Confederacy with no leader. Without direction, Rebel soldiers were killed, wounded, or captured. The lucky living retreated, ending the battle with a Union victory (King 26-27). More men fought and died in this battle than any other on American soil (â€Å"American Civil War†). A total number of roughly 51,000 men were lost (Gettysburg). The North sustained casualties of about 23,000, while the South lost about 28,000 men. The lack of effective communication proved to be a downfall for the Confederacy (â€Å"American Civil War†). Lee was shattered by the loss, but his troops’ spirits were far from broken (King 30; Gettysburg). The Confederates retreated over the Potomac on July 4, 1863, and the war raged on for two more devastating years. The outcome of this complex battle was a direct result of the Union and Confederate commanders’ offensive decisions and relentless commitment of their armies.

African-American Policy Agenda Essay Example | Topics and Well Written Essays - 1500 words

African-American Policy Agenda - Essay Example This is because not only this gives a chance for further learning on an already established base but it also ensures that norms and rules of society are followed. There was once a time when this education was passed on by father to son and so on. However with time the nature and content has become increasingly complex. Therefore special institutions are used to transfer this knowledge and it is called education. This education is therefore an important and integral step in making a human being a functional part of a society. Most of all education is necessary to find a good livelihood. As the level of education increases so does the income. This is because the numbers of muscle jobs are decreasing day by day. The uneducated workers usually end up working as janitors or cleaners. The most important aspect for any person life in today’s world is the economic aspect. Therefore if the economic aspect of life is weakened all other aspects are automatically affected. Thus uneducated people end up being driven away from main stream society. They do not only become a menace to other people but also develop a sense of contempt in general for everyone else. Most of these individuals end up engaging in unlawful activities at some point in their life. Therefore it can be safely say that lack of education increases the chances of making someone a criminal. According to United States Census Bureau survey of 2008 almost 12.4% of United Sates population consists of African Americans. African Americans are therefore also the largest minority of United States. These African Americans are primarily descendants of slaves who were brought to America from Africa during the periods of slave trade. The American society has evolved a lot during the last few decades. The problems for African American have still not totally vanished. They are not given the same access to education as other races in Americas. This has led to their isolation from main

Assessment 2 Essay Example | Topics and Well Written Essays - 2000 words - 1

Assessment 2 - Essay Example raditional operation of open market policy, whereby the federal government buys and sells securities to change money supply to keep federal fund rates at a specified target value (Carbaugh, 2013, p. 361). Historically, researchers perceived QE as being negative to the currency because increase in supply of money may lead to inflation thus devaluing state’s currency (Yotov, 2013). However, in recent years there have been arguments suggesting QE is not necessarily bad for the currency. These arguments imply that there are benefits to QE when its usage is for the creation of inflation to avoid deflationary periods in the economy. This leads to quick economic recovery after a prolonged recession (Yotov, 2013, p. 64). According to Carbaugh (2013, p. 361), QE is not an exact science and there exists a debate on its effectiveness or lack thereof. Nevertheless, QE is a last resort measure used to stimulate the economy. The US Federal government has utilized quantitative easing several times. The first time was in 2008 that extended until March 2010. The original value was supposed to be $600 billion but in the end, the Fed had used $1.75 trillion (Costa, 2014). This Fed spread the amount on the mortgage-backed securities and the Treasury notes. The second quantitative easing included adding $600 billion in form of Treasury securities, which are long-term in nature (Costa, 2014). The Federal purchased the Treasury securities from November 2010 to 2011 June. The quantitative easing had several effects on the US interest rates and money market (Costa, 2014). The first effect of the QE was that it resulted to a surge of stock prices. When the Fed announced the first QE, money market experienced a big rally in the prices of stock. The S&P 500 gained by 36.4 percent when it elevated from 857.4 to 1,169.4 (Costa, 2014). The increase was from 25 November 2008 to 31 March 2010. The second QE fuelled the rally even more as the S&P 500 gained by 26 percent when it increased

How Can Motivation Reduce Employee Turnover in the Banking Sector Dissertation

How Can Motivation Reduce Employee Turnover in the Banking Sector - Dissertation Example For this purpose, the researcher identified the importance of motivation by analysing past literature and available information. This helped in understanding the fact that motivation often impacts in a positive way leading to better understanding and performances of employees. The researcher also conducted primary and secondary research that further helped in understanding the role and importance of motivation in controlling and managing employee turnover. The secondary research is based on the understanding of motivation theories that include reinforcement theory and its advantages and disadvantages in motivating employees, incentive theory and its impact in improving the performance and satisfaction level of employees, equity theory and its impact in enhancing the satisfaction, trust and loyalty level, goals setting theory and its impact in offering direction to employees along with guiding and motivating them and need hierarch theory based on understanding and fulfilling the needs and demands of employees in an effective and expected way. The researcher also conducted primary research that helped in collecting views and responses of five human resource managers through structured interviews. The analysis of primary and secondary research offered relevant findings revealing the fact that motivation helps in enhancing skills and performances of employees if used in a positive and honest manner. However, there was no information and confirmation on the direct relationship of motivation and employee turnover. Overall, it was assumed that motivation is just a tool in enhancing the skills and performance of employees that may reduce employee turnover to an extent depending on the strategies and actions implemented by... The intention of this study is motivation as a term that refers to a process that controls and manages human behaviour in a positive way. Motivation can be defined as a series of phenomenon affecting human behaviour based on psychological, cognitive and social factors. Motivation helps in creating positive energy and feeling that in turn helps in enhancing the overall mood and behaviour of individuals. In organsiations, employees need to be motivates at every stage in order to achieve the organsiational goals and objectives. Motivation has been defined under certain concepts that need to be mentioned and examined in terms of reducing employee turnover within organisations. Initially, the researcher believes that basic concepts of motivation like intrinsic and extrinsic need to be discussed and later other concepts like push and pull and self control will be discussed in detail. Intrinsic motivation refers to the motivation that is developed deep within by individuals. When individual s start taking interest in certain tasks along with enjoying them; they are automatically motivated. Intrinsic motivation does not require any push or strategy and is often felt by individuals. Intrinsic motivation is all about deriving pleasure from activities that help individuals to grow and develop rather than depending on extrinsic factors like rewards and strategies. It is all about engaging individuals in tasks that they enjoy rather than offering tasks that do not appeal much to them. In the context of the banking sector, there are a number of tasks and activities that need to be executed and managed by employees.

Application of Adapted Therapeutic Exercises Assignment

Application of Adapted Therapeutic Exercises - Assignment Example Application of these exercises has not been an easy thing to do and especially in the beginning. It takes a lot of willpower to go through such an experience but the results are worth all the troubles, the pain and tears throughout the course of exercise. I have been able to gain physical ability and can be able to carry out my work effectively with little or no assistance at all. The exercise provides assistance and ability that was previously thought to never exist in me again due to my condition. I can now be able to not only assist myself with the chores but also assist others more easily and with less pain than before. Describe your thoughts, feelings and attitudes experienced by being intimately involved with the client population at the centre of achievement, and/ or anything else that profoundly impacted you as a result of the exercises The exercises changed my attitude and reaction towards people with disabilities. Previously, I considered all people with disabilities are invalids and outcasts of societies who cannot be able to do anything for themselves without any form of assistance. This has however changed after witnessing firsthand the miracles the adapted therapeutic exercises can do to people. I have witnessed people completely transform from dependants to being independent in just a couple of months and this has brought joy and hope to such a population. Interaction on a daily basis with this population has changed my thoughts about them having self-pity and lack of hope in their lives. I have learnt that not all people with disabilities are wallowing in hopelessness and having pity party, many have accepted their fate and on the road towards positivity in their lives and they have therefore taken the step by engaging in the adapted therapeutic exercise which is not only good for the body but for the mind as well and especially in accepting their condition. How has your experience as the centre of achievement impacted upon your perception of how accessible and/ or inaccessible your everyday environment and environmental conditions, in general, are for people with disabilities?     Ã‚  

Engineering Materials Coursework Example | Topics and Well Written Essays - 750 words

Engineering Materials - Coursework Example In addition, glass is very similar to a slowly moving liquid so that old pieces of glass seem thicker at the bottom than at the top. In order to increase the tensile strength of the glass, the molecules must keep very strong hold with one another. Surface finishing and ion-exchange are two chemical processes that are applied to strengthen glass materials (Chemically strengthened glass, 2011). Q3. The Giffith’s theory reflects the relationship between crack length at fracture and applied nominal stress. It is a comprehensive equation that can be effectively employed for engineering purposes. Giffith’s theory says that steel is a safer engineering material than glass. It is experimentally proved that the stress required to fracture a glass is nearly 100 MPa. It indicates that comparatively a smaller stress is enough to fracture a glass and therefore, this material is not advisable for engineering purposes. In contrast, since a higher stress is required to fracture a steel material, it can strengthen buildings and other engineering constructions (Simple Stress). In short, steel is a very stronger material as compared to glass substances. Civil engineers would suggest stronger and durable components for their projects since they are built for a long time.Q4. A metal or any other structural material will undergo a change in its shape when a sufficient load is applied to it and this change in shape is called deformation. Elastic deformation is a process by which a temporary shape change. takes place and the material comes to its original shape when the applied force is removed. Plastic deformation will be uniform between the elastic limit and ultimate tensile strength (UTS). It means uniform plastic deformation is applicable only between certain limits and it will be non-uniform once the UTS is exceeded. It is assumed that the interface between a larger hole and a smaller hole has a direct impact on local plastic deformation. The interconnection between the â€Å"array angle of larger holes and the development of the shear band† can greatly influence local plastic deformation (SAO/ NASA ADS physics abstract service). Q5. â€Å"Rubber elasticity involves flexible molecular chains which need to be interconnected to prevent gliding.† (Francois, Pineau, and Zaoui, 1998, p.67). Rubber elasticity necessitates a high temperature in order to ensure the adequate mobility of the molecular chains. Rubber elasticity’s entropic nature can be attributed to the large number of possible configurations for the molecular chains. As discussed earlier, rubber elasticity requires high temperature and it promotes mobility of molecular chains. This feature is one the main causes for rubber elasticity to low swiftness and high tension. Q6. The combination of thermosetting resin and glass fibers produces composite materials which are tough even though both the primary elements are brittle. It is necessary to note that transfer of stre ss between reinforcing fibers and acting as a glue to hold the fibers together are

Franchising Thesis Example | Topics and Well Written Essays - 10000 words

Franchising - Thesis Example Researchers have pointed out that the impact of the fast-food restaurant on the society is much greater and therefore the evolving competitive environment is determined by the degree of operational freedom that these franchisees have in adding side dishes to the main menu and so on. This trend has been particularly marked during the last decade from 1999 to 2009. Modern fast food restaurants that consider making entry into a franchising business would have to adopt a strategy that would enable it to achieve intended results. There are a number of such options available to fast food restaurants such as those direct entry methods, e.g. export buying agency or a trading company and indirect entry methods, e.g. intermediate entry modes such as licensing and franchising (Alon, 2005). It's also desirable to go for a hierarchical arrangement like a merger, an acquisition or a wholly owned subsidiary. Franchising can be defined as "A form of business organization in which a firm which already has a successful product or service (the franchisor) enters into a continuing contractual relationship with other businesses (franchisees) operating under the franchisor's trade name and usually with the franchisor's guidance, in exchange for a fee" (www.investorwords.com). It is a business model for anyone who wants to start up a business that they don't have an established business idea. Thus franchising has been in existence in over 70 countries worldwide with the sales of US$ 1 trillion. In fact franchisee could be able to run a business under the particular brand name with the cooperation of a franchisor.When it comes to Subway fast food franchise in USA and it can be considered as one of the constantly growing franchises in the global arena with 32, 131 in 90 countries. Moreover, it is the largest single-brand fast food restaurant chain and holds the second place from largest operators like Yum Brands. Subway mainly operates its business in the US and five other major regions including Europe, Middle East, Asia, Latin America and UK. According to the Subway provides its franchise opportunity to worldwide businesses by fulfilling few steps - research the Subway franchise; submit application; find a best place to locate from the restaurant maps; getting worldwide contact information from regional managers; and getting a capital investment information and find a way to get a loan.The Subway Fast Food Company is considering entry into the other regions could conveniently adopt one of the latter strategies. In fact existing Subway restaurants that already have a line of fast food items basically operating in the up-market segments could be a good proposition though it has less strategic advantages when compared to operating a wholly owned fast food restaurant. As much as a franchising arrangement with foreign companies might not be feasible, franchising could reduce t he degree of operational freedom of the franchised company. Therefore compared to wholly owned fast food restaurants franchised restaurants could be regarded as the best alternative in the competitive business environment. Wholly owned restaurants would enable the management to carry on with some freedom by way of both its competition policy and operational strategy. There is a

The actual economic bailout of Wall Street and the individual Essay

The actual economic bailout of Wall Street and the individual homeowner bailout by Jeffrey Fu - Essay Example The federal regulation kept the interest on the loans low, which gave room for Fannie Mae. Its counterpart, Freddie Mac, bought billions of dollars and then fed the market to feed them, of which they were risky mortgages bought. The subprime mortgages initially aimed at borrowers who had low or poor credit cases or histories. A great number of people invested and went into a great deal of debt, since the house prices were high till when they started dropping, which brought about the huge losses (NRCC 1). This paper is a comparison and contrast of the actual economic bailout plan of Wall Street and the individual home owner bailout plan. Mortgage meltdown is a common term used to mean subprime mortgage crisis due to the credit crisis in 2008 (Bianco & Pachkowski 1). There were two proposed bailout plans. First was the Economic Bailout Plan of Wall Street announced by Henry Paulson, that holds reverse auctions (Miron 5). A newer expanded version of the bill passed included the buying o f equity positions in the banks, reducing the interest rates and expansion of the deposition insurance. The other plan is Individual Homeowner’s Bailout Plan that has two versions where in one version, the government helps by giving a loan paid as soon as one is financially stable, and the other comes in form of a government grant. In both cases, they don’t involve the principal reduction on the value of the house, and payment is done directly to the mortgage provider. The government share is the same as the percentage reduction in the income of the home owner and it ceases when the financial state is restored. The economic bailout plan has the reverse auctions whereby they buy the assets troubled or in debt of the home financial institutions. Also, the use of taxpayer money to buy equity positions in the country’s biggest banks. All these are aimed to try to stabilize the financial markets and avoid the eventual bank failures and credit freeze that comes with i t (Miron 7). This approach is aimed at taking the taxpayers money to the investors and insured depositors. The home owners on the other hand will keep on plunging into deeper debts. The individual home owner’s bailout plan uses the taxpayer’s money just as the economic bailout plan, but in this case, the government uses the money to try to keep the house with the home owner in either giving a loan or as grant. In case of failure to pay up, the house is put up for foreclosure (Foote, Fuhrer, Mauskopf & Willen 2). At the end of 2005, the housing industry became expensive and this in turn would trickle down to the banks, hence the need to make a plan to avoid the collapse of the major banks came to play. The economic plan stated the buying of equity positions in the major or bigger banks using the taxpayer’s money. The plan allowed for the buying of equity positions to Freddie and Fannie in case of a collapse or destruction, using the taxpayer’s money. This will create a separate entity that is a regulator to Freddie and Fannie, and Federal Home Loan Bank system (NRCC 2). This in turn raises the debt pool. These government institutions enjoy a great deal of bailout money, but there is also the fact that cannot stop the decline of these institutions, and still need an increase in the bailout money (Weiss & Larson 1). The individual bailout plan focuses on the home owner and uses a different approach to get the same results. This approach is designed to help the home owner raise money for the mortgage, and the fact that it is directly paid to the mortgage providers, makes it easier to meet this

Rabbit-Proof Fence Essay Example for Free

Rabbit-Proof Fence Essay * How do the filmmakers begin the film and engage us in the story and at the beginning of the film what do you think you are seeing at first? The Australian film based on the true story about â€Å"The Stolen Generation† titled â€Å"Rabbit-Proof Fence† begins with a brief written summary about the Australian Aborigines Act of 1931. This historical information is just enough to really grasp the viewer’s curiosity before moving on to what is initially, the unidentifiable aerial footage of the endless desert plains of Australia. This is footage is only further complicated by the voice of an unknown women speaking in an unfamiliar language and the native sounding instruments fading in slowly from the background. At first, I was unsure of the geographical location, thinking it was possibly that of a sandy or muddy beach. It then crossed my mind that perhaps I had mistakenly selected a non-English version of the film which would explain the foreign language, but not the English text at the beginning. It wasn’t until the view included the unmistakably blue sky along the horizon of the desert that the location became completely recognizable and my previous thoughts were extinguished. * What impressions do you gain of life in the desert Aboriginal community?   Living among nothing more than the dry and dusty Australian plains scattered with sagebrush and a few desert trees, the film showed how desolate of a landscape the Aborigines called home. With nothing more than simple huts constructed from small sticks and branches, their homes didn’t appear to provide adequate shelter much less protection from the elements such as the unrelenting heat and sun. It was clear that their lives had been disrupted by â€Å"white† European settlers whom had depleted their lands of natural resources needed for survival, as the community was forced to rely upon government rations for food, water, clothing, etc. As seen in the film, the community rations were distributed to the native people by a â€Å"white† government worker at the Jigalong depot which gave the state every opportunity to evoke complete control over their lives. * Very early in the film, we see the eagle, Molly’s totem, her spirit bird. Her mother tells her the eagle will look after her. When does the bird appear again in the film and why? The eagle first appears in the very beginning of film as Molly stares up to the blue sky watching intently as an eagle circles overhead. Soon joined by her mother, together they both gaze up as her mother speaks to her in native tongue; she explains the meaning of the totem to Molly and its promise for protection and guidance. Then after Molly and her sisters are taken to the settlement, the eagle appears again circling overhead in her dream signaling that the time had come for the girls to make their escape. Finally, after walking over a thousand miles the two remaining sisters collapse from pure exhaustion in the endless desert when again the eagle appears in Molly’s dreams. Awakening her from near death, the eagle seemingly provides the strength and encouragement needed for Molly to contin ue on, with promise of home. Out of curiosity, I did some further research about the totem and the Aboriginal people. In the Aborigine culture each individual family has a totem with different animal symbols on it which represent their descended mythical â€Å"Being of Dreamtime†: the belief in a spiritual connection between land, animal, and man in a time before time. For indigenous aborigines the religious significance of the totem is conceptually similar to the religious significance of the cross for Christians; both carry symbolic meaning representing a spiritual life. * Why do you think that some children just accepted their fate, whereas others were desperate to escape? After being kidnapped from their family and taken to the Moore River Native Settlement, the Aboriginal children were forced to conform to the strict authority of the sisters and Mr. Neville’s staff, including the tracker. The children were warned from the beginning that if they were to attempt an escape they would be tracked and surely brought back to receive the punishments they had deserved. Those who dare attempt were immediately tracked and returned to the settlement where they would be brutally punished in front of their peers by the Mr. Neville or his staff; after which they were then locked up in the isolation room for hours or even days. For the majority of the children the fear of punishment was enough for them to accept their fate and obey the endless rules. Additionally, it seemed that for many of the children the settlement had become their home and they didn’t want to leave. Clearly this was not the case for Molly, and the other girl seen punished in the movie for sneaking out to visit her boyfriend. * What kind of activities were the children involved in to â€Å"civilize and Christianize† them? Once the children arrived at the Moore River Native Settlement they were expected to dress, speak, and behave as instructed by Mr. Neville’s staff. The children were each scrubbed by one of the sister’s before being dressed all alike in plain smocks and shoes. At the start of each meal they were required to stand and all say a uniform prayer before eating. They were required to address their elders by â€Å"Ms. or Mr.† only, able to speak only when spoken to, allowed only to speak in English instead of their native tongue which was commonly referred to as â€Å"jabber†. All the children were forced to attend classes, and church as instructed, as well as daily chores like sweeping, mopping, and sewing. * After their escape, when ever Mollly is asked where she is going, the answer is always the one word: â€Å"home†, what does this mean to Molly? For Molly, the word â€Å"home† is where she belongs, the place where her mom is, the only place she knows, the place she must return to at all costs. Unlike some of the other children who had been made to believe that the settlement was their home, and that they no longer had a mother; Molly knew better, she knew that they still had a mother. For fourteen years, wherever her family was at was â€Å"home† and she dearly longed to be reunited with the family that she loved and she knew loved her. * The girls stumble across a remote farm where they meet Mavis, another Stolen Generations Aboriginal girl who is working as a domestic helper. What evidence is there to suggest that life is very difficult for Mavis? Why was she so keen for the girls to shelter with her for the night? One of the few people that the sisters encountered on their incredibly long journey across the desolate Australian plains was a young woman by the name of Mavis. They came across a homestead where they found Mavis hanging laundry, deciding to stop and take the chance by asking for food. As the girls soon would learn, she too had been kidnapped from her family and brought to the compound where she lived until she was old enough to go to work as a domestic worker for the white family with whom she lived. Immediately upon seeing the girls, Mavis r ecognized the trio as having escaped from Moore River. She instructed the girls to wait in the brush until later that evening when she would bring them food and insist upon them staying with her for the night. That night as the girls lay fast asleep in Mavis’ bed they were woke by the white boss man attempts to crawl into bed with whom he clearly had thought to be only Mavis. After the discovery, Mavis briefly spoke with boss man before pleading with the girls to stay with her for the remainder of night out. Clearly she was fearful that if they left her bed he would return to finish what he had started. Unfortunately, despite her promise, Mavis boss did in fact call the authorities and again the girls were woke, only luckily this time narrowly escaping capture by outwitting the trackers. * Imagine you are Molly aged about thirty and the mother of two children. Tell your children what you learned from your experiences in 1931. First of all, I want to acknowledge that it is impossible for me to comprehend what Molly, or any Aboriginal child endured at the hands of the Western Australian government; I can only do my best to imagine what I would be like after such an experience. As forty four year old Molly with two children, I anticipate that I would be open and honest with my children about the events in my life while doing my absolute best to teach my chil dren about the necessity of forgiveness. I would try to explain that the actions of the Australian government were the result of ignorance and fear. It is our job as parents to prepare our children for the future and to hopefully avoid repeating the mistakes of our past; as such I feel that it would do no good to teach them to be angry or hateful towards the â€Å"white† people, but feel sorry for their ignorance. * Many Aboriginal Australians today are still suffering from the effects of loss of identity and family brought about by the practice of removing Aboriginal children. What do you understand by the word â€Å"reconciliation†? To me personally, the word reconciliation means the act of making something right that has been wronged and I don’t know if the past in instances like this can be made right. After the movie, I went on to view several other pieces about the Stolen Generations and some of the stories were heart breaking to say the least. It is very true that many Aboriginal families are still suffering today; many who have lost every bit of their real heritage as a result. It’s hard to imagine not having any idea where you came from, but it’s even harder to imagine those whose last memory of their mother was her heartbroken face as they were ripped from her arms. To have no idea what became of your people is something I can only begin to imagine. Therefore, I don’t think that there ever will be any reconciliation possible between the government and the Aboriginal people, an apology sure but the wrong will never be able to be right. What I do believe can take place, is for the Australian government to accept responsibility for the mistakes of their predecessor’s against the Aboriginal people and to provide any and all resources that may help this culture heal.

Boyle Heights Los Angeles Community Needs Assessment

Boyle Heights Los Angeles Community Needs Assessment Boyle Heights is a neighborhood located on the east side of Los Angeles (Healthy City, 2010). An initial assessment of the community revealed issues of poverty and crime. According to the Los Angeles Police Department, Hollenbeck Division (2011), the majority of crimes committed in the Boyle Heights community are property crimes such as auto theft and burglary, however there are also violent crimes such as robbery and aggravated assaults (Los Angeles Police Department COMPSTAT, 2011). According to detective Antonio Macklin of the Hollenbeck police station in Boyle Heights, the majority of crimes are motivated by economic factors as Boyle Heights is a poor community (A. Macklin, personal communication, February 10, 2011). An initial drive and walk through the residential areas of the community of Boyle Heights revealed homes in various states of disrepair. The majority of houses are old. As one walks further along through the streets graffiti is visible. However, this is also a community rich in cultural history. A further walk through the community reveals a historical museum, Mariachi Plaza, Murals depicting Mexican American Culture, Catholic Churches, and family-owned markets, restaurants and clothing stores. Despite crime in the area, children are observed playing in the streets, in the local parks and in their backyards. The community does have various parks and recreation centers as well as community centers. Community Characteristics Physical/Geographical Boyle Heights is located in East Los Angeles and its geographical boundaries are demarcated by the City of Vernon to the South, East Los Angeles to the east, Lincoln Heights and El Sereno to the north, Los Angeles River and Downtown Los Angeles to the West (City of Los Angeles, 2005). For the purpose of this needs assessment, the boundaries of Boyle Heights were narrowed to boundaries as defined by the Boyle Heights Neighborhood Council website (2011) consisting of Marengo Street to the North, 25th street to the South, Indiana street to the East and the Los Angeles River to the West (Boyle Heights Neighborhood Council, n.d.). Boyle Heights is a mixture of residential areas, commercial areas, open space and public facilities (City of Los Angeles, 2005). According to data obtained from HealthyCity.org (2010), there are 12 Parks and Recreational Centers within a one mile radius of the Boyle Heights community. Additionally, Boyle Heights has a variety of small businesses punctuated by as sets in the community such as White Memorial Medical Center, the extension of the Metro Gold Line and Los Angeles USC Medical Center, which according to the President of the Boyle Heights Chamber of Commerce, Alicia Maldonado, these assets have brought improvements to the community, jobs for the residents, customers to the retail establishments and better health care (Boyle Heights Chamber of Commerce, 2011, p. 1). Former resident of Boyle Heights, Geneva Garcia, who resided in the area from the 1950s until 2009, stated that independent of the presence of gangs and crime in the area, she has fond memories of her childhood and her life in Boyle Heights because of the many parks, recreational activities, sports and other community activities available to her (G. Garcia, personal communication, February 10, 2011). Ms. Garcia also confirmed that the majority of the community is Latino. This has further been confirmed through data obtained from the HealthyCity.org website and observation of the community. Historical Background According to the Boyle Heights Historical Society Website (2011), Boyle Heights was originally founded in the late 1800s. However, the neighborhood became recognized in the early 20th century as a neighborhood of immigrants (Boyle Heights Historical Society, 2011). During this period of time, Boyle Heights became a gateway for immigrants who could not live in downtown Los Angeles because of the racial segregation of Jews, Mexicans, Japanese and some Russians (Los Angeles Times Magazine, 2009). Although currently, Jewish, Japanese and Russian immigrants are not part of the make-up of this community, they are an important part of its history. According to The Boyle Height Project (2003), the Boyle Heights community has been a melting-pot of diverse cultures which need to be preserved and understood. Interviews conducted by the project in 2003 with previous residents of the area from Japanese, Jewish and Russian descent, indicate that these former residents of the area all bonded over b eing immigrants and victims of racial discrimination. This history of discrimination and disenfranchisement has carried over to the current population of the community which is Mexican-American, Latino and working class (The Boyle Heights Project: A Power of Place, 2003). Population/Economic/Political According to the HealthyCity.org (2010), the total population living in Boyle Heights is 50,155 with 91.66% of the population being Hispanic, 2.87% White and 1.58% Black or African American, which makes Boyle Heights a predominantly Latino community. Economically, Boyle Heights is an under-privileged community compared to similar neighborhoods in the area. According to HealthyCity.org (2011), families living below the poverty level in Boyle Heights is 28.40%. This is compared to a rate of 16.02% in El Sereno, 19.44% in Chinatown and 24.15% in Lincoln Heights, all of which are neighboring communities to Boyle Heights. This data indicates that Boyle Heights is the poorest of all the communities in the East Los Angeles Area comprised of zip codes, 90012, 90031, and 90032. According to the California Endowment website (2011), politically, Boyle Heights encompasses city council district 14 represented by Councilman Jose Huizar. Other political representatives at the local level include Co unty Supervisor, district 1, Gloria Molina and Mayor of the City of Los Angeles, Antonio Villaraigosa (California Endowment, 2011). At the State level, Boyle Heights is represented by senators Gil Cedillo and Gloria Romero and State assemblymen, Kevin De Leon and John Perez (California Endowment, 2011). All elected officials representing Boyle Heights are part of the Democratic Party however, Boyle Heights political life is said to be dominated by a mixture of both, conservative and progressive politicians (California Endowment, 2011). Community Resources/Strengths and Needs Boyle Heights is a community with many different resources and strengths. This is a community with several service providers as identified through the Healthy City website (2010). A survey of the services and programs available indicates that there are at least 16 programs in the community for youth and families. Resources include various parks and recreational centers, community events such as summer lights in the park, museums, community centers, sports facilities, schools, a learning collaborative, commercial facilities, restaurants, and catholic churches each of which are a source of strength in the community. Also among the strengths in this community is HomeBoy Industries, a non-profit organization dedicated to providing services free of charge to youth and adults who no longer wish to engage in gang activity. Their services include but are not limited to school, job training and placement, counseling, and legal services (HomeBoy Industries, n.d.). Additionally, Projecto Pastor al at Dolores Mission focuses on underprivileged youth in the area and provides after school programs during the school year and a program called IMPACTO which provides outreach services, tutoring, personal development and a safe place for youth (Projecto Pastoral, n.d.). These two programs highlight the availability of programs and resources in this community. However, despite the availability of resources in the community, there is a prevalent need for economic development in the form of more jobs and economic opportunities for the residents of the area in order ameliorate the high poverty and unemployment rate. Furthermore, although there are an abundance of service providers in the area, there is no consistent collaboration between service providers, which is a need that should be strengthened in order to increase the effectiveness of services provided. Interview Section Interviews were conducted with several members of the community including a law enforcement officer, a service provider, a former resident who lived in the community in the 1950s and a mother currently living in the community with teenage children. Quotes and excerpts from the interviews are incorporated throughout the paper however, it is important to note that all of the individuals interviewed share common experiences, all of which take place in the neighborhood of Boyle Heights. The interviewees believe that young adults can prevent themselves from making unsafe choices by obtaining the following qualities: a good support system, recognizing and acceptance of their problems and participation in intervention programs to help them achieve a positive and healthier lifestyle. The interviewees believe that the presence of violence is evident in any community however, with awareness and appropriate prevention and intervention efforts, each individual has the power to make positive choi ces that lead to a lifespan of good outcomes as opposed to a lifespan of constant struggle with destructive behavior and engagement in violent crime. The Social Problem Boyle Heights is a diverse community with a rich history that includes a long legacy of gang activity as a community concern. These concerns have been highly publicized for decades (Los Angeles Times Magazine, 2009; Urban Institute, 2010; Advancement Project, 2006). According to LAPD Hollenbeck Division gang detectives, Boyle Heights has a higher gang population than any other neighborhood in the Los Angeles Area (Urban Institute 2010). The city of Los Angeles is considered the gang capital of the world (Urban Institute, 2010; Advancement Project 2006; R. Hernandez, classroom lecture, February 8, 2011). When Los Angeles Mayo Antonio Villaraigosa took office, a priority of his was to address the gang problem in Los Angeles (R. Hernandez, 2011). In order to accomplish this task, the Mayors office instituted the Gang Reduction and Youth Development Program or GRYD (Urban Institute, 2010; Advancement Project; 2006; R. Hernandez, 2011). The GRYD program is a targeted prevention and interv ention program aimed at reducing the gang problem in Los Angeles (Urban Institute, 2010; R. Hernandez, 2011). In order to accomplish this task, the advancement project divided gang impacted communities into GRYD zones (Advancement Project 2006; Urban Institute, 2010; R Hernandez, 2011). The neighborhood of Boyle Heights is GRYD zone and according to the Urban Institute GRYD Boyle Heights evaluation report (2010), in the mid 2000s there were an estimated 2,000 documented and suspected gang members from the major gangs in Boyle Heights including: Barrio Nuevo Estrada, Opal Street, Indiana Dukes, White Fence and 8th street (Urban Institute, 2010). The prevalence of gangs in the area was further confirmed by qualitative interviews with key informants in the area. These informants include Detective Antonio Macklin of the Hollenbeck Division who stated during an interview that gang related crime and violence has been an issue in the community although less recently than in previous years (A. Macklin, 2011). Geneva Garcia, former resident of the area stated that she recalls the presence of gangs in the neighborhood growing up and I also recall shootings, crime and violence (G. Garcia, 2011). Although she also stated that gangs were just part of the neighborhood and that for the most part they left residents of the area alone if you did not interfere with their activities. (G. Garcia, 2011). Geneva also stated that, in her opinion, gangs not only sources of crime and violence as publicized in the media but also sources of safety for the community. (G. Garcia, 2011). The perspective of Ms. Garcia seems to contradict most public opinion or official reports however, it is important to consider that Ms. Garcia was a resident of the area from 1950 until 2009 and therefore she represents an important perspective in this community. Furthermore, Ms. Garcias opinion correlates with findings expressed in the professional literature, namely, that gang concerns are multi-faceted with poverty being one of the main contributing factors (The Advancement Project, 2006; Urban Institute, 2010; Zimmerman et al., 2004; Agency for Health Care Research and Quality, 2004; Coughlin Venkatesh, 2003). According to research conducted by the Advancement Project (2006), massive job losses in East Los Angeles during the mid 1970s to the 1980s along with policies such as proposition 13, which cut property tax revenue, had an economic impact in the community that led to an increase in gang activity for economic reasons. Law enforcement officer Detective Antonio Macklin of the Hollenbeck police department further corroborated this impact, as did Rolando Cruz from Home Boy Industries, since both individuals were interviewed as part of this assessment. Each of these key informants advised that economic downturns correlate to an increase in gang activity. In fact, HomeBoy Industries, a non-profit organization in the area has a motto of Nothing stops a bullet like a job. During the personal interview, Rolando Cruz, the curriculum coordinator for said organization states that If someone is earning a decent paycheck in an honest way, there is no reason for them to be out there in the streets ( R. Cruz, personal communication, February 5, 2011). Although the gang concerns should not be oversimplified by reducing them to only economic terms, it is important to recognize that poverty is deeply interconnected with social issues such as gang involvement. Impact Gang involvement has negatively impacted the community of Boyle Heights. (The Advancement Project, 2006; Urban Institute, 2010; A. Macklin, 2011; R. Hernandez, 2011). In 2006, 14.3% of deaths in the Boyle Heights community were attributed to firearms (Healthy City, 2010). Additionally, there was a high percentage, 42.46% ,of non-fatal firearms incidents in Boyle Heights in 2007 (Healthy City, 2010). These statistics are augmented by recent crime statistics available for this community. According to the Los Angeles Times crime mapping system, during the past six months, from July 2010 to January of 2011, the rate of violent crimes in the Boyle Heights area continues to be higher than in neighboring communities such as El Sereno, Lincoln Heights, Downtown and Chinatown (Los Angeles Times, n.d.). The impact of violence and crime is significant in any community, however, the impact of violence and crime is greater in a community like Boyle Heights, which is a community with a high propor tion of youth, 32.87 % (Healthy City, 2010), low educational attainment as 42.25% of the population has less than a 9th grade education (Healthy City, 2010), a 46.36% unemployment rate (Healthy City, 2010), and a high percentage of families living below poverty level at 28.40% (Healthy City, 2010). All of these risk factors contribute to a community in which violence and crime are part of a way of life that takes young people away from more positive activities such as being engaged in school, seeking skills for employment and becoming involved in community activities which might lead to a decrease in gang involvement. The prevalence of risk factors in this community with its connection to gang activity is perhaps must poignantly described by Rolando Cruz of Home Boy Industries, who grew up in Boyle Heights when he stated that gang crimes, the evidence of high poverty rates, the low educational status, and the unemployment rates are familiar community issues from my past and scenes o f the present struggle in attempting to transform the troubling youth of the community into productive citizens. (R. Cruz, personal communication, February 10, 2011). Community efforts to address a reduction in gang activity include non-profit organizations such as HomeBoy Industries, The GRYD program through the Mayors office, which works on prevention and intervention with local service providers in the area, programs such as Boys and Girls Club, recreational programs through the many parks in the area, the Boyle Heights learning collaborative, and community events such as summer lights in the park (Healthy City, 2010; A. Macklin, 2011; R. Cruz, 2011; R. Hernandez, 2011). However, despite the progress made toward reducing gang activity and youth violence in the community, the question remains, how can this social problem be mitigated? Although there is no clear answer to this question, there is a theoretical lens that when applied to this social problem provides insight into the many components of this complex issue. Ecosystems theory provides this theoretical lens. Theory Ecosystems theory focuses on the interaction between the individual and his or her environment (Salkind, 2005; Miley, OMelia, DuBois, 2009). As such, ecosystems theory describes the behaviors of individuals, families, groups, organizations, local communities, and international societies as interconnected (Miley et al., p. 30). This is a helpful lens when analyzing a social problem since it conceptualizes behavior from the point of view that human behavior and interaction develops overtime and it is a response to external factors and sees behavior as adaptive given its context (Miley et al., p. 30). When applying this lens to gang activity and youth violence, one can see how gang involvement makes sense in a community where youth are raised with poverty, low educational attainment, few resources, violence as a way of life, labeling by law enforcement, abuse or neglect at home, immigration factors and multi-generational gang involvement. This has been corroborated by the professional knowledge base. In 2004, Zimmerman et.al published a study in which they interviewed adolescent middle school children about their beliefs and experiences surrounding gang involvement and gang violence. One of the most significant findings of the study is that childrens exposure to violence at home and in their community provided for a normative experience associated with violence and a tendency to lose sympathy for victims of violence (Zimmerman et al., 2004). Furthermore, Zimmerman et.al (2004) found that with regard to individuals who feel powerless within their social structure, the lure of violence and aggressive peer groups (i.e. gangs) might prove to provide a sense of personal security and power as one youth wrote Violence, is in a way, is power the power to rule people, if people are afraid of you, you have power over them, you can make them do what you want. (Zimmerman et al. 2004). Additionally, Coughlin and Venkatesh (2003), indicate that immigration factors are likely relevant to an increase in inner city gang affiliation and patterns of local gang activity may be mediated by cultural and social organizational processes such as segregation (Coughlin Venkatesh, 2003). This is true in the Boyle Heights community, a community historically made up of immigrants that were not allowed to live in downtown Los Angeles due to racial segregation. Upon the proliferation of gangs and violence in the area, violence as a normative factor along with other risk factors such as poverty, have continually interacted to sustain gang activity as a community concern. Given the complexity of gang involvement, the question of how to eliminate this problem remains largely unsolved. It remains to be seen what long-term positive outcomes prevention and intervention approaches such as GRYD will have on this important and relevant problem. One thing remains clear, prevention and intervention efforts must be targeted not just toward the individual but also toward the multipl e environments in which the individual functions. It further stands to reason that, through ecosystems theory, if community youth are exposed to more positive peer and community interactions, embracing a more positive approach to problem solving is possible. Approaches need to be targeted to the individual, the family, the schools, the community, and of course, national, state, and local officials in charge of making policies that can address the risk factors closely associated with gang involvement and institute protective factors that mitigate those risk factors associated with this social problem. Rationale for Action The prevalence of violent crime in Boyle Heights is correlated with the high degree of gang involvement in the area. Research by the advancement project (2006) and the Urban Policy Center (2010) Indicate that gangs are very much a part of the Boyle Heights Community. This is further validated by qualitative interviews conducted during the needs assessment for this community. Law enforcement official with the Los Angeles Police Department Hollenbeck Division, Deputy Antonio Macklin indicated during his interview that the majority of crimes committed in the Boyle Heights community are committed by Latino youth between the ages of 15 and 25. Furthermore, Rosalia Gonzales, a mother and resident of Boyle Heights since the 1960s indicates that she experiences frequent concern for her teenage son and daughter because of the pressure to be involved in gang activity in the neighborhood and fears her children being the unintended victims of violence in the community. Ms. Gonzales explicitly st ated that the majority of residents in Boyle Height are poor single mothers like herself and that it is sometimes extremely difficult to keep children in school and on a straight path, particularly when the peer pressure of gang involvement and the lure of easy money in a poor neighborhood seem much more appealing. (R.Gonzales, personal communication, 2011). Data from Healthy Cities indicates that 28.40% of the families in Boyle Heights live below the poverty level while 71% of families live at or barely above the poverty level. This is further augmented by the fact 46.36% of the population ages 16 and above are not in the labor force (Healthy Cities, 2010). These statistics mean that the vast majority of the residents in Boyle Heights are poor and unemployed that the low educational attainment in the community compounds this problem further. Given all of these compounding factors, the gang involvement issue cannot be easily addressed. A single point of intervention and prevention or a single level of intervention and prevention is not sufficient. A successful prevention and intervention strategy at multiple levels must be established. Although existing programs in the community such as the GRYD project, and community agencies such as HomeBoy Industries provide successful models of intervention, these models are primarily directed toward individuals who are already involved in gangs. A new model that integrates services at multiple levels and involves all members of the community must be integrated. A new approach would involve targeting youth in the community regardless of gang involvement and addressing the multiple compounding problems that contribute the gang involvement and violence. Services must be provided to families, individuals and the communities that help build a stronger, healthier community. Job opportunities, educational opportunities, music, arts, youth activities, family activities, community organizing, and counseling services, are all but a few of the many services that need to be integrated and coordinated in to a healthy community. Framework for Intervention Many of the city, county, and local government officials that service the Boyle Heights area are prominent Latin American individuals with a stated commitment to improving life among their constituents by ensuring access to government, education, employment and public safety. One of the most prominent stakeholders and a former resident of the Boyle Heights community is Los Angeles mayor Antonio Villaraigosa who was born in Boyle Heights in 1953. Mayor Villaraigosa is a proponent of a strong police force in Los Angeles County and for the reduction of crime, which includes gang-related crime. A key part of the Mayors strategy to combat the Citys gang epidemic is to establish GRYD zones in the communities most affected by gangs. In addition to an increased deployment of police, the GRYD zones will receive additional resources focused on prevention, intervention and re-entry programs for those involved or otherwise affected by gangs. This holistic approach is seen by experts as key to re ducing not only the crime rates, but also the membership of young people in gangs (Antonio Villaraigosa Mayor of Los Angeles website, 2007). The mayors GRYD program in the Boyle Heights area includes a prevention model that utilizes the support of the Hollenbeck Police Department. Since youth in gang-infested areas might be prone to mistrust of police authority, having a personal experience with a police officer that is supportive and enriching is one path to introducing youth to a positive adult mentor. The Hollenbeck Police Activities League (PAL) was established in 1992 and boasts that 85% of the youth in the PAL program attend college (Hollenbeck PAL, 2011). PAL youth also engage in enriching experiences with their peers. Walker and Mason (2001) stated that much of the research on youth delinquency has focused on community-level risk factors such as poverty and social disorganization (Walker-Barnes Mason, 2001, p. 1815). However, they proposed that youth were at higher risk for gang involvement if there was a lack of effective parenting coupled with a high exposure to delinquent peers. Walker and Mason discovered that youth who reported gang involvement often did not include their mothers as one of the most influential people in their lives. Further, they found that authoritarian parenting styles were less effective in reducing youth gang involvement but parents who practice higher levels of behavioral control and warmth were related to lower initial levels of gang involvement and gang delinquency (Walker-Barnes Mason, 2001, p. 1826). In addition, lack of parental involvement also indicated increased risk for gang involvement. Therefore, positive parenting approaches are an essential component to an effective prevention strategy. Evidence based research such as Positive Peer Culture (PPC) proposes that troubled youth need more than technique; they need transformative experiences with other people (Laursen, 2010, p. 38). Participation in a PPC model of prevention could primarily be targeted toward at-risk youth although one could argue that all of the youth in the Boyle Heights community could be at risk because of the high incidence of gang involved youth. The PPC model proposes to provide youth with opportunities for empowerment and altruism, which increases self worth and connections with others and with their communities. The PPC model further indicates that youth need to feel that they are in a supportive and safe environment therefore this model should be used in conjunction with therapy and not as a replacement for therapy (Laursen, 2010, p. 41). PPC could be offered as an extracurricular after school activity and if successful could be integrated into the school curriculum as an elective course for jun ior high or high school students. There are two additional models of intervention that could be used in conjunction with the PPC program depending on the specific needs of the youth involved. First, the Equipping Youth to Help One Another (EQUIP) model is a derived from the PPC program in which individuals turn from antisocial and self-destructive behavior to behavior that helps others and themselves (Leeman, Gibbs, Fuller, 1993, p. 282). Leeman et al indicate that the EQUIP model is more effective with youth who often lack the helping skills and moral maturity that they need to help others and who might also benefit from learning appropriate ways of self-control since this model incorporates elements of anger management training (Leeman, Gibbs, Fuller, 1993, p. 282). Secondly, Aggression Replacement Therapy (ART) is an evidence-based intervention that utilizes a parental component that entices parental involvement with the agreement that the affected youth will be suspended or disciplined for a shorter duration (McGinnis, 2003, p. 164). The premise for utilizing programs targeted at pre-delinquent youth and including their families is to prevent the draw of social inclusion toward negative peer influences. The PAL program boasts success by providing at risk youth with positive adult mentors and peer interaction and is one of only two prevention initiatives identified in the Boyle Heights GRYD program. For a community that has such a high incidence of gang involvement, this is insufficient. Therefore, it is reasonable to enlist the inclusion of family members so that a parent or caregiver could also provide youth with a positive and nurturing adult role model. This in conjunction with a culture of positive peer influences in the school setting might prove to provide a positive trajectory for youth to attain a healthy, educated and successful start toward a safer and more productive future for them and for their community.

Electronic Commerce Essay -- Ecommerce E-commerce

Electronic commerce   Ã‚  Ã‚  Ã‚  Ã‚  One of the fastest growing industries today is electronic commerce. Almost anything can be purchased, traded, or sold all via the Internet. A person sitting in their living room dressed in pajamas on a rainy Saturday morning in mid December can hookup to the internet and place their bid on a new chess set for the holidays without ever setting foot in the department stores. They can pay for it with their credit card through a secure transaction and have it delivered right to their door in a couple of days for less than they could get it retail. An article by Jan Thomas said that the electronic commerce industry is booming and that it has grown at an alarming rate of over 2000 percent since last year. She continued to say that she predicts that it will continue to grow at an even faster rate, as more and more products become available online and that knowledge of Internet commerce is really happening. (34)   Ã‚  Ã‚  Ã‚  Ã‚  One of the major reasons that this industry is booming is because purchasing over the Internet has been made very easy compared to the traditional way of shopping. Ordinarily a consumer will take the kids and pile in the family car and head to the local shopping mall. Once they get there they will find what they are looking for only to be told by the rude, pushy sales person that it is out of stock. After they get pushed into something other than what they came for they will wait in a line similar to that of Space Mountain at Disney World....

The Interesting Narrative of the Life of Olauda Equiano Essay -- Slave

The Interesting Narrative of the Life of Olauda Equiano The narrative by Olaudah Equiano gives an interesting perspective of slavery both within and outside of Africa in the eighteenth century. From these writings we can gain insight into the religion and customs of an African culture. We can also see how developed the system of trade was within Africa, and worldwide by this time. Finally, we hear an insider's view on being enslaved, how slaves were treated in Africa, and what the treatment of African slaves was like at the hands of the Europeans. Olaudah spends a good part of the narrative acquainting the reader with the customs of his people. He describes the importance of hygiene to his people. Their overall health and vigor was helped by their penchant for cleanliness, and it makes them seem more "advanced." This is an interesting development considering the problems that a lack of hygiene can lead to. His description of a wedding also seems very modern, but the importance of dance in the festivities shows another facet of Olaudah's people. The dance defined the different groups within their village. First, and most important, were the married men, followed by married women, single men, and lastly unmarried women. The groups also used the dance to relate stories or tell events that were important to them. This practice probably also strengthened the bonds within the groups. Olaudah also wrote about the division of chores within his village. The women were responsible for the spinning and weaving, and the men took care of the building. It is interesting to note the similarity of their dress, and the fact that both men and women joined in battle when the village was at war. They did not, however, sleep in the same ... ...rall his treatment was very good; one master even carried him when he was too tired to walk! In sharp contrast to that treatment was the treatment he describes at the hands of Europeans. In his own words, they treat him with "brutal cruelty." They seem to have a callous disregard for their captives, and treat them like vicious animals. From his description of the voyage, how the prisoners were stowed, and the way they were treated we gain proof that these Europeans felt the Africans were less than human. Overall, the narrative by Olaudah Equiano is a great first-hand look at the lives of some of the millions of people who were transported to other countries. They became a commodity sought after as laborers by a people they had never seen. The narrative also shows the folly of the European belief that the Africans were savages and could be treated accordingly.

Language Acquisition and Corrective Feedback :: Education, foreign languages

Corrective feedback has been in the focus of research in SLA during the last years and has become an important part in learners’ language acquisition. Ellis (1994) referred to feedback as â€Å"the information given to learners which they can use to revise their interlanguage.† He also distinguishes two different kinds of feedback, positive and negative feedback; positive feedback has to do with the information that indicates that a hypothesis is incorrect. Ellis also mentioned some other forms of feedback such as direct or correction, indirect or the request for conformation, on-record which supplies ‘direct negative evidence’, and off-record which supplies ‘indirect negative feedback’; the negative evidence or feedback has to do with information about ungrammaticality. If corrective feedback is sufficiently salient to enable learners to notice the gap between their interlanguage forms and target language forms, the resulting cognitive comparison may trigger a destabilization and restructuring of the target language grammar (Ellis, 1994). Chaudron (1988) has pointed out that corrective feedback incorporates different layers of meaning. Chaudron consider the treatment of error is simply â€Å"any teacher behavior following an error that minimally attempts to inform the learner the fact of error† and finally â€Å"there is â€Å"the true† correction which succeeds in modifying the learner’s interlanguage so that the error is eliminated from further production†. In the view of Chaudroncited in El Tatawy (2002) the information learners get from corrective feedback allows them to â€Å"confirm, disconfirm, and possibly modify the hypothetical, transitional rules of their developing grammars.† Lightbown and Spada (1999) cited in El Tatawy (2002) define corrective feedback as: â€Å"Any indication to the learners that their use of the target language is incorrect.† Schachter (1991) cited in El Tatawy (2001) stated that the feedback can be explicit, that is grammatical explanation or overt error correction, or implicit. Implicit correction can be done using the following techniques â€Å"confirmation checks, repetitions, recasts, clarification requests, silence, and even facial expressions that express confusion.† (Schachter (1991) cited in El Tatawy (2001)) Tedick and Gortari (1998) summarize different types of corrective feedback: 1. Explicit correction. When the teacher provides direct corrective feedback to the learner after s/he has made any mistake S: [...] the coyote, the bison and the gr...grane. (phonological error) T: And the crane. We say crane. 2. Recast. The teacher indirectly provides corrective feedback to the learners, but tries to reformulate the utterance. S: You is a very good teacher. (grammatical error) T: You are a good teacher. Good. 3. Clarification request. The teacher uses some phrases such as "Excuse me?

Reduce,Reuse and Reclycle Essay

Practicing these three steps (Reduce, Reuse and Recycle) helps us lessen the environmental impact that manufacturing and distributing products have on our environment. Reducing waste is the most effective 3 R practice, because it means not producing unnecessary waste in the first place – So there is zero impact on the environment. If we reduce what we buy and use in the first place and reuse wherever possible, fewer things need to be recycled and the amount of waste we produce will fall. The next best is Reuse, because it extends the life of a product. That item still had to be made but it is used over and over, reducing the need to make new stuff. Recycling in the end is the reprocessing of materials. It helps reduce pollution caused by waste and the need of raw material so that rainforests can be preserved. BENEFITS: We are going to give you some tips and practical examples how to save money, energy and the environment. 1. Do not waste food, make sure that you buy what you are going to consume, give leftovers to your pets or discard them in a responsible way. (Environmental friendly). 2. Grow your own vegetable, fruits, and flowers. 3.  When you leave a room always turn the lights off – Do not forget to switch off all the electrical equipment’s, turn down your emersion heater. 4. Instead of using dishwasher, wash dishes by hands from the sink 5. Always turn the tap off when you wash your teeth. You do not need the tap running when you are brushing your teeth. 6. Instead of buying a lot of books, you can borrow from the library or charity shops. 7. Do not automatically get rid of your old newspaper; use it in place of paper towels to clean glasses and mirrors. Shred it to make packaging materials, use it as a fire starter. 8.  Reuse junk mail envelops for your own mail. Just put a label over the see through window or if the envelop has a bar code at the bottom, run a black marker through it. 9. Do not dump water you use to cook vegetable; water your plants with it. 10. Use the public transport (trains, undergrounds) rather than cars to reduce pollution. ADVANTAGES OF RECYCLING: Recycling uses much less energy than producing new materials from scratch. This means less fossil fuel is burnt and less greenhouse gas is emitted. The vast majority of materials collected from your doorstep are recycled and used in the UK. This means less fuel is used to export waste and import new materials. Recycling helps to reduce pollution, Co2 emissions caused by waste and preserve natural resources for futures generations. Recycling is one of the best ways for you to have a positive impact on the planet in which we live. It is so important to both, the natural environment and us (Human beings). N. B: However, recycling still creates some pollution because it is an industrial process. That’s why â€Å"Reduce and Reuse† are the most important of the 3 R practice. Did you know? Recycling Aluminium uses only five per cent of the energy and emissions needed to make it from raw materials. Each year in the UK, we go through over 1. 2 million Tonnes of electrical waste. (That’s the equivalent of 150 Thousand double decker buses). Prevention is better than cure as the doctors say. Therefore, we must act fast as the amount of waste we create is increasing all the time. We are going to conclude our topic with this wise and pertinent citation of Margaret Mead: â€Å"Never doubt a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. †

Beowulf and the Hero’s Journey

Joseph Campbell’s term monomyth can be described as a hero’s journey. Many heroic characters follow the monomyth, no matter the time period or culture the literature was created in. The poem Beowulf is known to follow the adventure of the hero described in Campbell’s monomyth . The hero’s journey consists of three rites of passages: separation, initiation, and return. Beowulf endures each of these stages throughout the epic poem, so his journey does follow Campbell’s monomyth. The separation is the first stage a hero must go through in his or her journey. This stage consists of â€Å"a blunder -apparently the merest chance- reveals an unsuspected world, and the individual is drawn into a relationship with forces that are not rightly understood. † (42) This is known as the hero’s call to adventure. In Beowulf, Beowulf â€Å"heard how Grendel filled nights with horror and quickly commanded a boat fitted out. † (197-98) Beowulf couldn’t stay away when he heard that help was greatly needed defeating Grendel; he accumulated his men right away and shipped off to Denmark. The next step is the refusal to call. Beowulf does not refuse to go on this adventure because of his honor. He believes he is the strongest Geat and can defeat anything. Following this step is supernatural aid. Supernatural aid â€Å"provides the adventurer with amulets against the dragon forces he is about to pass. † (Campbell 57) In Beowulf the help can be considered God. Beowulf often thanks God for helping him on his journey. For instance, â€Å"He relied on for help on the Lord of All, on His care and favour. † (1271-72) The final stage in separation is the crossing of the threshold. In this case the threshold can be considered the ocean. Beowulf and his crew had to cross the ocean in order to come to Denmark to kill Grendel. When they arrive in Denmark they are basically starting their adventure right then, vowing to try and protect. The second rite of passage in the monomyth is initiation. â€Å" The hero moves in a dream landscape or curiously fluid, ambiguous forms, where he must survive a succession of trials. † (Campbell 81) This is known as the road of trials. Beowulf is tested when Grendel’s mother retaliates to her son’s death. She lashes out and kills Hrothgar’s best man. Then, Beowulf goes down into her cave where he duels her. He nearly loses his life when both his sword and armor fail him. â€Å"No sword could slice her evil skin , that Hrunting could not hurt her, was useless now when he needed it. † (1521-24) He took a magical sword that was hanging on her wall and killed her with it. Beowulf’s helpers in this stage would be the sword and God. Without the sword he would not have been to kill Grendel’s mother. Beowulf relies on God’s help and often gives Him thanks after a battle is over. The next stage in his journey is the climax or final battle. After defeating Grendel’s mother, Beowulf returns to his hometown where he reigns as king for fifty years. He is a good king, keeping peace in his country. After fifty years of peace, a fire-breathing dragon is awoken, so he must go protect his people. Beowulf and his warriors venture out to the dragon’s lair. He goes in alone, confident that he can defeat the beast. He is sadly mistaken; Beowulf’s armor starts to melt and his sword breaks against the dragon‘s scaly back. He was left there to die when all of his fellow warriors ran away cowardly into the woods. Only one brave soldier remained: Wiglaf. The final stage in initiation is the hero’s flight. This story’s flight is Wiglaf saving Beowulf. Wiglaf runs into the dragon’s home with honor saying, â€Å"I’d rather burn myself than see flames swirling around my lord. † (2651-52) Wiglaf defeated the monster, but couldn’t save Beowulf. One of the dragon’s tusks have been stabbed into his neck, making it impossible to save him. As death surrounded Beowulf, he made Wiglaf the new ruler of the Geats. This was the final stage in the initiation of Beowulf’s journey The final rite of passage is the return. The return is the end of the hero’s adventure. Campells states, â€Å"his return is described as coming back out of the yonder zone. † (188) When Beowulf dies, peace is lost in his country. His country ultimately returns to fighting and war. The end is really the beginning for a new ruler, Wiglaf, and a new time period of fighting. The final part of the hero’s journey is the elixir. An elixir is something the hero obtained during his journey that can be shared with society. It often defines the hero’s role in the society. Beowulf’s elixir could be considered his story. Beowulf brought insight to his people and to the Danes that one can defeat demons and receive redemption. He showed them this when he defeated both Grendel and his mother and battled the dragon. Additionally, Beowulf’s blessing of peace could be considered the elixir. While he was in rule, his land was safe. He kept peace for his people. Beowulf acquired this peace by defeating Grendel and proving that he was strong. The final rite of passage in the hero’s journey is basically just returning back to the beginning, or where the hero was at before his adventure started. Beowulf is a great example of Campbell’s monomyth. â€Å"The standard path of the mythological adventure of the hero is a magnification of the formula represented in the rites of passage: separation — initiation — return: which might be named the nuclear unit of the monomyth. (Campbell 23) Beowulf’s journey follows each of these passages. First, is the separation. Beowulf begins his journey here and defeats Grendel. Next, is the initiation. Beowulf defeats Grendel’s mother, becomes king of the Geats, and battles the dragon in this stage. Finally, is the return. After he dies, peace is lost. The land he once ruled returns to a land of war and fighting. Although Beowulf does not exac tly follow the hero’s journey, he does follow the main points Campbell makes in his monomyth. In conclusion, Beowulf follows the monomyth on his adventure.

How does disability affect child development? Essay

The situation that I chose to use on this topic is based from my own personal experience, I have a 7 year old son who was born with profound hearing loss and was also recently diagnosed with severe Autism. When he was young prior to the diagnosis of his condition I didn’t see anything wrong with him, being a young Mom to my first born I had little knowledge about child’s development, he looked normal to me because he was always smiling and giggling, he was eating right and rarely gets sick so I was at ease and never really thought that something was wrong. But everything changed when he turned 1 year old. I noticed how delayed he was compared to other children his age, he wasn’t walking and couldn’t sit by himself, he wasn’t responding to his name and wasn’t engaged to activities or toys. His development was so delayed that he didn’t start walking until he was 2 years old, he only learned to sit straight by himself when he turned a yea r and a half but he still needed guidance otherwise he’d lose balance and would fall. Living in a country where it was impossible to get access to medical needs needed for my son’s condition, we were in a country where you need to have money to get your child assessed and diagnosed and we weren’t that rich to afford it. We were lucky when we finally got our visa to come here in Canada as a Permanent Resident when my son just turned 2, for the first time we were able to get him assessed and diagnosed, that was when we found out that he was born with profound hearing loss on both ears and that explained his poor balance and delayed development. A year after the diagnosis my son was able to undergo a surgery, he had his cochlear implants to get access to sounds. We were told it will take years for him to learn to speak but it didn’t stop from there. Two years after his surgery my son was diagnosed with severe autism, he was five. I saw the sudden change in his behavior as he was growing and everything became more challenging, he stopped wearing his c ochlear implants for reason we don’t know till these days. My son is still non-verbal, but he’s getting interventions from specialized services, he goes to an inclusive school and he’s getting a lot of support and help from the school. He’s shown progress ever since this agency from specialized services started working with him, school and support from specialized services has helped him a lot and we are lucky to be here in Canada were supports for children is always there. As I faced these challenges with my son all these years I’ve learned a lot of things, I’ve learned that there are different reasons out there resulting to why a child develops a learning or behaviour problems, my son’s journey for instance is an example of a situation where he got his learning and behaviour problems from his disability, his deafness and Autism affected his development in so many ways like his; social development, emotional, communication and language. He was born with a disability and special needs but with the help of intervention and support from school and the services provided by the Government he’s able to learn things to improve his learning and behavior problems. No medical support and assessment could also be a reason resulting to a child’s learning and behavior problem, my son and I were lucky to be given the opportunity to come live in Canada where medical support and intervention for children with special needs are priori tized. Children from a country with no medical help and support are likely to develop learning problems because of the lack of intervention to help support them in areas they are in need of help. My son was in that situation for a short time, that situation where we can’t do anything because money is stopping us from getting medical support. Despite my son’s disability we’re just lucky to be receiving all the supports there is. There are a lot of explanations why a disability can affect a child’s development, it depends on what specific type of disability a child has and which area of a child’s development this disability affect. A child may have ADHD, Autism, Dyslexia, Dyspraxia, Asperger’s syndrome and Down syndrome, all these types of disabilities affect a child’s development that causes a problem with their learning ability. Autism affects a child’s emotional and social development, Autistic children appear to lack a â€Å"theory of mind’. (Baron-Cohen, nd.). Children with Autism prefer to be alone and they may have difficulty regulating their behavior which results in crying and even sometimes self-injurious. Reinforcements and daily modeling and teaching are very important to support a child with Autism build up their ability and knowledge. Same goes to children with hearing impairment that affects their language and communication skills, there are different disabilities and each result to learning and behavior problem, most disabilities are stopping a child’s normal development and sometimes causing a child distress and frustration also to the family’s part. A child with disability can be really challenging because some children with disability such as learning or physical disability may be exposed to discrimination at school by other students and that they will be treated differently than the rest of the students, they may get bullied and teased by other classmates because of their condition which can affect their self-confidence and in turn affect their learning ability and development.