Marketing Manager

Australia2 essays

Australia2 essays Australia has changed hands a lot throughout its history. From being inhabited by the aborigines, which had been there for around forty thousand years, until the British claimed it. However the British were not the first to come across this continent, they were just the first countries to see it as useful. The Dutch were seeking new land and trade in the East Indies, and found that sailing along the coasts of Africa and India too much longer than if the went due east and the cut up. However, the Dutch Vessel, Duyfken, first sighted the coast of modern day Australia in 1606 when it did not turn north in time. In 1642-43 Able Tasman was looking for new land south of Batavia, and shifted course to avoid bad weather. In doing so, he ran into the stormy west coast of Tasmania which he named VanDiemens Land. He also sailed eastward after that and discovered New Zealand. All of these discoveries revealed only desolate deserts and hostile natives. It wasnt until 1770 when James Cook discovered the long avoided east coast that it was seen as a possible resource. The British soon lost their American colony, where they had sent some of their prisoners, and now began to consider Botany Bay, Cooks first landfall, as the next penal colony (Brander, 18). The First Fleet left sail from Portsmouth, England in May 1787 heading for Australia under the command of Authur Phillip (http...ozramp). Phillip and his crew landed on January 26, 1788, which is now celebrated as Australia Day (Australia). There were prisoners that were also aboard the ship that landed in Australia. Huddled in the bowels of the ships were 772 terrified convicts- 568 men, 191 women, and 13 children (Brander, 15). Many of the crimes that they were charged with crimes that would be thought of as trivial by todays standards (Australia). They landed in Botany Bay, and approximately forty people had perished during the jo...

Role of the vocational case manager within rehabilitation Essay

Role of the vocational case manager within rehabilitation - Essay Example This study will seek to evaluate the role of the vocational case manager in the rehabilitation process. In order to understand how this process takes places we need to first look into what is vocational case management. When a person succumbs to serious injuries or is severe illness, vocational case management services provides them with a number of benefits. These include identification of problems associated with return-to-work. An effective plan is devised by the vocational case management agency to solve the problems related to returning to work. Vocational case management enables a person to receive claims in dollars, for any reductions they face in their vocational pay and also helps them to claim medical insurance. Thus, through vocational case management, a person can get rehabilitation in their work place. (Occupational Health Solutions) What is the process of rehabilitation Rehabilitation is the process of safely returning a person affected by an injury or serious illness to work as soon as possible. The rehabilitation process may include providing an affected person with physiotherapy, chiropractic treatment, occupational therapy, psychological counseling and enrolling them into multidisciplinary programs. Rehabilitation is a process which helps the affected person by enabling them to recover from their condition and encourages them to return to work. It also includes taking steps to reduce further complications by remove disruptions in the person's social and working life and also reducing impairment from injury at the work place. (WorkCover, Queensland) Vocational case management services There are many agencies which specialize in providing vocational case management services. The reason why this has come about is that in today's technologically advanced working condition, people succumb to heavy injuries. According to the Bureau of Labor Statistics, in the United States it has been found that in every year about 6,000 Americans die after succumbing to workplace injuries, and it is estimated that about 6 million people suffer non-fatal workplace injuries. (Occupational Health Solutions, LLC) Such services involve a complete evaluation of the rehabilitation potential of the client and proving them with necessary counseling to help them cope with their disability-related concerns. They provide the client with access to the labor market and in the identification of job placement opportunities. This process includes identification of problems associated with return-to-work. An effective plan is devised for their solution. Vocational case management enables a person to receive claims in dollars, for any reductions they face in their vocational pay and also helps them to claim medical insurance. Among the various vocational services provided to client by vocational case management agencies are job analysis, resume preparation, transferable skill analysis and job placement. Vocational case

Health & Nutritio Essay Example | Topics and Well Written Essays - 750 words

Health & Nutritio - Essay Example It is often referred to as healthy living. This paper will review some of the reasons why health and nutrition are important factors in today’s modern life and how they can be attained. The reason why this is important is to enable people to fully understand that in becoming healthy, nutritious food is the only way to maintain a good body. Diseases are kept at bay especially in an environment that is healthy. Fruits and foods high in fibre ensure that the body gets its daily nutrients, and is cleansed. This information is very important since everyone can be able to access it and benefit greatly from it. In these modern times, it is very easy for people to lose track of the kind of foods they consume (Bakalar, p. 12). This can help them understand that maintaining a healthy lifestyle is for their own good. The scientific basis on which this research was carried on is the fact that nature has the perfect blend to help in the maintenance of health and body balance. Its unique formulation has everything to keep a healthy body and mind. The improvements that have been made on some of nature’s resources are not absolutely one hundred per cent. Chemicals are introduced into them. They cannot be fully trusted (Cloud, p. 15). However, they still serve the same purpose, and it is through science and technology that this has been able to work. Some social issues have been brought up in some of the articles talking about health and nutrition. They include the taking of pills to do what was meant to be done naturally (Gordinier, p. 5). Many think that it is not right for people to have pills for everything that goes on in their lives. That is the intrigue of modern science. Everything has been reduced to the size of a pill. This does not go down well with environmentalists trying to keep indigenous trees and plants from being destroyed. Also, the amount of time taken to live a healthy life could be increased. The rate at which drugs that help in healthy living

How Drugs and Receptors Interact Essay Example | Topics and Well Written Essays - 1000 words

How Drugs and Receptors Interact - Essay Example GABAA receptors are also ligand-gated and ionotropic channels. Upon binding of the drug, such hormones are automatically triggered. Examples of drugs that bind through this mechanism include bicuculline, muscimol, and gaboxadol. b) Ligand-Regulated Transmembrane Enzymes Ligand-Regulated Transmembrane Enzymes are receptor molecules that mediate the early steps of signaling by insulin, growth factor, epidermal growth factor, platelet-derived, transforming growth factor, atrial natriuretic peptide, and many more trophic hormones. They are a type of receptors that are polypeptides in nature and comprise of extra-cellular-hormone-binding domains that bind to a cytoplasmic enzyme. The enzyme can be a tyrosine kinase, a guanylate cyclase or serine. In all these receptors, the two are linked by a polypeptide, a hydrophobic domain that cuts across the lipid layers. Upon binding of the drug (ligand) to the extracellular receptor, the receptor activates monomers to dimmers and the two receptor polypeptides bind strongly to the membrane. The cytoplasmic domains are then phosphorylated on tyrosine residues and their particular enzymatic activities or effects are activated. The tyrosine kinase receptor signaling pathway begins with binding of the drug or ligand to the external domain of the receptor. For example, monoclonal antibodies that act as antagonists of the tyrosine kinase receptors are effective in the management of breast cancer-related with over-expression of the growth factor receptor.

Management of Supply Chains Article Review

Management of Supply Chains Article Review INTRODUCTION This paper critically reviews the journal article titled as â€Å"performance management in supply chains: logistics service providers’ perspective† which published in international journal of physical distribution logistics management. Critical review is done using bullet point approach with respect to following chapters. Introduction Literature review Methodology Analysis and discussion Conclusion, contributions, limitations and future research References Introduction Chapter Research is constructed by incorporating Performance management concepts into Supply chain management process. This study published in International Journal of Physical Distribution Logistics Management Journal Vol. 42 No. 3 in the year 2012. This study was forwarded for publication in March 2011 but it was revised 4 times and finally accepted in November 2011. Latest literatures are used to construct this study. However, most interesting thing is author used her previous 5 studies (Forslund and Jonsson, 2007; Forslund et al., 2009; Forslund and Jonsson, 2009; Forslund, 2010; Forslund and Jonsson, 2010) in to this research to develop most of the concepts. As a result, certain justifications behind choosing certain concepts are not given (conflict of interest) that is also highlighted in following sections. Author primarily used the literature related to supply chain management highlighting its process and importance to increase the weight of this study. Author largely used the term logistics service providers (LSPs) and their contribution towards this supply chain management process such as transportation and warehousing, and supplementary services (ex, order administration and track-and-trace services). After highlighting the nature of LSPs operation, author brought performance management concept to evaluate the Logistics performance in supply chains, such as lead-time, flexibility and on-time delivery. Author clearly highlighted the necessity of performance management to improve the logistic performance, which ultimately encouraged author to conduct this study. After credibly constructing the concept and research gap, the study poses the following research questions: RQ1. How are LSPs handling the performance management process? RQ2.With what scope of the supply chain do LSPs handle the performance management process? Author identified the research gap by claiming that study related to performance measurement in supply chain from the perspective of LSPs is scarce even though studies related to perspective of customer and supplier are done in different aspect. Due to this scarcity, author formulated an additional research question: RQ3. Which obstacles for supply chain performance management are perceived by LSPs? To find answers for all above three research questions, author formulated the aim as â€Å"to explore the handling of the performance management process and its obstacles from the perspective of LSPs†. Author used clear title for this article to communicate readers to what this article about. Hypothesis were not created in this article, instead formulated three research questions to give clear direction towards achieving research aim. If hypothesis were created for formulated three research questions, which would have made the researcher and reader more curious about the research result. Due to exploratory nature of research questions, author wisely chose and adopted following philosophies and research paradigms in to this study, which however not directly mentioned in this journal article. Research Type: Descriptive Role of theory in research: Inductive Epistemological orientation: Interpretivism Ontological orientation: Constructionism This paper mainly focuses on the LSPs’ key account customers and on their most important service (road freight). Overall, sufficient background knowledge is given with proper content. Study makes descriptions from the perspective of LSPs with the encouragement of studies made from customer perspective by Hertz and Alfredsson (2003) and Maloni and Carter (2006). Even though, author claimed that plenty of studies are been conducted from the perspective of supplier and customer, references of such studies are not highlighted in this study. Literature Review Chapter Literature review mainly provided the understanding of concepts such as Performance management, Supply chain management, Logistics service providers and Obstacles. Author properly constructed the concept by highlighting positive and negative findings of previous studies. The term â€Å"LSP† is used throughout this study without a validation, although several synonyms are available for this term such as carriers, forwarding companies, transportation companies, third-party logistics providers and logistics service companies. This research mainly used performance management process model suggested by Forslund and Jonsson (2007) which consists 5 steps such as selecting performance variables, defining metrics, setting targets, measuring and analysing. The literature on Performance management (Kaplan and Norten, 1992; Otley, 1999; Epstein et al., 2000; Ittner and Larcker, 2001) offers various modern integrated models to measure the performance of the organisations, which include Balanced Scorecard (BSC), Business Excellence Model (BEM), Key Performance Indicators (KPI) and Capability Maturity Model (CMM), which are failed to highlight in this study. Moreover, being an author of both this study and as well as in performance management model of Forslund and Jonsson (2007), sufficient justification is required behind choosing this model in this study which creates the situation of conflict of interest. Most of the logistic performance variables are identified from the study solely based on Wilding and Juriado (2004). However, author used multiples studies to support remaining steps of performance management process model. After bringing performance management literature, study shifted the focus to supply chain and highlighted the importance of incorporating performance management model into broad supply chain scope by bringing stacks of previous studies such as (Brewer and Speh, 2001; Busi and Bititci, 2006; Morgan, 2007; Forslund and Jonsson, 2007). Author managed to find out the various obstacles to use performance management model in supply chain with extensive literature. Obstacles such as the lack of understanding, competence and knowledge, difficulties in dealing with performance outside one’s own areas of responsibility, difficulties in developing a collaborative culture with supply chain partners, and lack of trust, conflicting priorities and targets are mainly discovered. Methodology Chapter When considering the research aim and the nature of this research, it is obvious that this study needs careful observation of human interactions and behaviours. According to Smith et al. (2002), ‘Interpretivism’ is one of the philosophies where the reality is determined by people rather than by objective and external factors. Therefore, interpretivism research philosophy is adapted in this research. However, such justification is not mentioned in this research. As per author, â€Å"case study approach† is selected under qualitative method due to high availability of survey based LSP research which justification is not convincing enough on choosing the research approach. Yin (1994) states case study research is useful when, a ‘how’ or ‘why’ questions are being posed, when the investigator has little control over events and when the focus is on a existing event within a real life context. Hence, highlighting such literature behind choosing case study approach would have provided ideal justification. As per Transport Intelligence (2009), mainly three cases (logistic organisations) are selected from Sweden due to their high domination in Swedish LSP market. Three cases are named as LSP1, LSP2 and LSP3 and below table shows the glance of interview respondents. Empirical data collections are carried out through structured interview guide with open-ended questions, which strengthened the construct validity of the study. Mainly Telephone calls of 1 hour to 2 hours and email modes are used to conduct interviews due to high restriction of getting appointments and have meetings with senior level managers. Among three cases, author managed only in LSP 3 to interview respondents who directly deal with performance management process. LSP 2 and LSP1 respondents were partially involved with performance management process due to their different functional activity. Due to high access in LSP 3 organisation, author managed to interview 4 respondents where in other two organisations (LSP 1 and LSP 2), only two respondents were interviewed which resulted high information inflow only from LSP3 that created some biased situation. The structured interview guide eases to develop interview transcript and coding. Hence, cross case comparisons and pattern matching are used as analysis methods. In the methodology, author could have defined and maintained the same number of respondents from selected cases with similar designations to interview and collect data, which could have improved content validity. Analysis and Discussion Chapter With cross-case analysis, author managed to discover how LSPs handling the performance management process. Mainly process such as selecting performance variables, defining metrics and capturing real time data shows plenty of similarities among selected cases that support that performance management process is existed in LSP arena. However, some differences are also found in performance management step such as target setting, measuring, report making and analysing. By highlighting these, author could have emphasised more on the requirement of structured model to maintain the uniformity among LSPs to yield the benefits of performance management that might have added more weight in to this study. The study reveals that having a broad supply chain scope, which is sharing performance related activities among the partners (Suppliers, LSPs and customers) that has the best capabilities of improving efficiency in supply chains. Author identified obstacles such as lack of understanding and knowledge; poor capabilities for incorporating performance metric norms and lack of IT solutions for performance report creation, which are preventing to incorporate performance management in supply chain. The findings are steadily answered the established three research questions that have the proper flow and it supports each other too. Conclusion, Contributions, Limitations Future Research Chapter The author has successfully achieved the research aim through literature and empirical data that is to explore the performance management process and the obstacles for performance management in supply chains from LSPs’ perspective. However, establishing RQ2 that is to find out what scope of the supply chain do LSPs handle the performance management process, which seems bit irrelevant to the research aim. Hence, author could have omitted this and pay more attention on other two questions. In terms of research implication, study mainly contributes to performance management theory from two aspects that are by bringing exploratory knowledge of performance management into supply chain process and its difficulty of usage from the perspective of LSPs. Author acknowledged that due to exploratory nature of this study, prevented the possibility of generalising the findings outside the sample and whatever findings are revealed in the study that certainly can be applied in above three organisations. However, if author conducted a pilot survey prior to case study in Swedish LSPs to check the familiarisation on performance management process in supply chain, this could have generalised at least within Sweden. Author recommended further research on performance management in supply chain from customer perspective. However, further it can be extended to the perspective of other business micro environment such as supplier, employee, competitors, shareholders and media) References Chapter Harvard reference system is used throughout this research. Consistency of the research is presented especially in citations. Author captured most of the references from reliable source like Journal Articles, which correctly presented in bibliography section. Using plenty of author’s previous studies in to this research creating biased situation. __________________________________________________________ Word count: 1889 words REFERENCES Brewer, P. C. and Speh, T. W., 2001. Adapting the balanced scorecard to supply chain management. Supply chain management review, March/April, 48-56. Busi, M. and Bititci, U., 2006. Collaborative performance management: present gaps and future research. International journal of productivity and performance management, 55 (1), 7-25. Epstein, M., Kumar, P. and Westbrook, R., 2000. The drivers of customer and corporate profitability: modelling, measuring and managing the causal relationships. Advances in management accounting, 9 (1), 43-72. Forslund, H. and Jonsson, P., 2007. Dyadic integration of the performance management process: a delivery service case study. International journal of physical distribution logistics management, 37 (7), 546-567. Forslund, H. and Jonsson, P., 2009. Obstacles to supply chain integration of the performance management process in customer-supplier dyads: the buyers’ perspective. Journal of operations production management, 29 (1), 77-95. Forslund, H. and Jonsson, P., 2010. Integrating the performance management process of on-time delivery with suppliers. International Journal of Logistics: Research and Applications, 13 (3), 225-251. Forslund, H., 2010. ERP systems’ capabilities for supply chain performance management. Industrial management data systems, 110 (3), 351-367. Forslund, H., Jonsson, P. and Mattsson, S. A., 2009. An order-to-delivery process performance model for delivery scheduling environments. International journal of productivity and performance management, 58 (1), 41-53. Hertz, S. and Alfredsson, M., 2003. Strategic development of third party logistics providers. Industrial marketing management, 32 (1), 139-149. Ittner, C. and Larcker, D., 2001. Assessing empirical research in management accounting: A value-based management approach. Journal of accounting and economics, 1 (32), 349-410. Kaplan, R. S. and Norton, D. P., 1992. The balanced scorecard- measures that drive performance. Harvard business review, 70 (1), 71-79. Maloni, H.J. and Carter, C.R., 2006. Opportunities for research in third-party logistics. Transportation journal, Spring, 23-38. Morgan, C., 2007. Supply network performance measurement: future challenges?. International journal of logistics management, 18 (2), 255-273. Otley, D., 1999. Performance management: a framework for management controls systems research. Management accounting research, 10 (4), 363-382. Smith, M. E., Thorpe, R. and Lowe, A., 2002. Management research: an introduction. London: Sage publications. Wilding, R. and Juriado, R., 2004. Customer perceptions on logistics outsourcing in the European consumer goods industry. International journal of physical distribution logistics management, 34 (8), 628-644. Yin, R. K., 1994. Case study research: design and methods. 2nd ed. New York: Sage publications. Prepared by Mohamed Aashik 1

Drama Evaluation †Curious Incident Essay

By using the hot seating and role play work to the best of my advantage, I discovered that Siobhan, my character, feels very strongly about Chris and she cares deeply about him because at the beginning, when being asked if she knew him well, Siobhan continuously repeated ‘oh yes, he’s a lovely boy’. The constant repetition also suggested to me that she feels quite protective over him. Her motivation of sticking up for Chris hitting a police officer seems self-explanatory after realising how deeply she cares for him, as I have explained above. She seemed adamant on getting the fact that Chris wouldn’t have done it with bad intentions because she just doesn’t like to be touched. I expect the reason why she feels so close to Chris is because in some ways, she is the closest Chris has to a mum. She also told the police officer about Chris’ family situations because I interpreted her as a worrier. It was brought to my attention how much Siobhan fears about Chris’ future because when answering the police officer’s question of ‘Do you worry what will happen to Chris? , she said ‘yes because whilst he’s at an already mature age, he still doesn’t understand many things that are so simple yet are so confusing to him due to his Asperger’s syndrome’. I found that Siobhan has an optimistic personality because she kept on stating clearly with confidence ‘Chris will be fine’. This obviously suggests that she hopes for the best for Chris. She also cam e across as the complete opposite of Chris as she is bubbly, likes a joke and is very chatty whereas I am aware that Chris does not simply like to chat. The hot seating and role play work proved to me that Siobhan faces the dilemma of knowing that she should let Chris figure out things for himself but she feels so strongly with care for him that she feels bad for even thinking about leaving him to it and only guiding him when absolutely necessary. Using explorative strategies helped me by giving me an insight into how Siobhan won’t get on with someone if they are negative towards Chris. This happened in my role-play when the police officer said ‘He’s obviously a very stupid boy for doing what he did’. Siobhan replied with a nasty tone, called the police officer ‘stupid’ as well and became less responsive to what she was like at the beginning. Maybe her defensiveness is too strong sometimes†¦ Both strategies put together definitely changed my view on the theme of disability because now, I feel prejudice can be a key factor in how disabled people are treated. The strategies made it clear that because of Chris’ problem, people act differently. It’s why Siobhan cares so much and a reason for why Ed feels so stressed. Loyalty seems important too because Siobhan stood up for Chris even though he did do something bad and Ed was betrayed by his wife. I know the betrayal took its toll on Ed because my partner’s role play included him talking about it and revealed how crushed he was by it. From the still image work, I have learnt that Ed, Katy’s character, feels immense pressure on him due to the hardship of caring for a boy with special needs without having the reliance of a wife. I know this because of one non-naturalistic still image we created. It portrayed the rest of the group and I standing on chairs so we were taller than Ed and pushing down on him with our hands. By doing this, it helped me understand how Ed feels under massive amounts of pressure and stress to care for Chris, to cope without a wife and to have to live with the fact that he killed Wellington. In another still image, Ed was seen scrunched up into a corner and this infers to the audience that he feels alone and may feel that he doesn’t have anyone to go to talk about his struggles with, especially now that he and Mrs. Shears are not on talking terms. The still image containing the police officer pointing at Chris with a stern expression was effective in explaining how frustrated he was with Chris. Whilst the police officer was pointing at Chris, Chris showed an expression of confusion which is visually powerful because it proves that Chris didn’t mean any harm and that, in certain terms, he is innocent. My group and I chose to create multiple pieces of thought tracking for particular powerful moments to express how characters really felt at that stage in the story. I noticed that at some points, a character’s facial expression didn’t match their real thoughts. For example, Siobhan before the thought tracking showed pity for Chris yet when she spoke, she expressed anger towards Ed. I feel that the strategy gave me an insight into how Siobhan really disagreed with the choices Ed made regarding Chris. During our section, when Ed tells Chris a lie about his mum being in hospital, I am now aware of how that lie may badly affect Chris later on and how it may not have been the best decision. The thought tracking definitely change my feelings about Ed because beforehand, I didn’t think he was that unsure of himself. I had always got the impression that he knew he was in control, due to the numerous times he shouted at Chris and told him what to do. It also provided me with new-found sympathy for Siobhan because even though she seems to know what is best for Chris, she hasn’t got the confidence to tell Ed. As a result of our exploration, I feel that I can empathize with Chris more because when he did his thought tracking, he focused on how he didn’t understand what his dad was saying. Sometimes I don’t get what adults say and as much as I try to tell them what I don’t understand, sometimes they don’t get it because what may be so simple to them isn’t so simple to someone younger. When we staged our section, although our transitions were slightly limited, I feel we made up for it in the use of physical theatre because there was never one time that any of my group didn’t have a part. For instance, when performing the scene where Chris comes home from school, Katy took the part of a flower pot which actually helped and made sense to our section; Chris had to retrieve the secret key, and using Katy as the flower pot added to the feeling that even when Chris was alone he felt like he was being watched. When I was speaking about how Chris had to figure out who ‘had done it’ by doing detecting, as a group, we mimed the actions to what I was saying in unison to make it look more visually interesting and to show how seriously Chris was taking it. I feel that we used levels particularly well when acting out the police station scene because Peggy, the police officer, stood tall, confident and intimidating, towering over Chris to increase her superiority. This made her come across as a confident authority figure that was in her most comfortable environment whereas Chris was not. I portrayed my role as Siobhan by becoming more facially anxious with frowns and tension etched on my forehead yet bubbly when speaking. When Chris came home from school, I spoke faster and moved around quicker, too, to suggest she is a lively, but rather agitated person. However, I made sure that I was always fiddling with my thumbs to tell the audience that beneath her excitement, there was a subtext of uncertainty. I feel that out of all the characters in my section, I empathised most with Chris most due to the reason that I have mentioned above. Also, mainly because he is the closest to my age so even though I do not have his problem, I can relate to how he thinks a little bit. The play as a whole made me appreciate the hardship of parenting regardless of whether you have a child with a disability or not. I have also learnt that in the play, trust is what people want yet very rarely get. For instance, Ed didn’t tell Chris the truth about his mum when he does have a right to know. Out of all the people, I feel Ed should have been there for Chris to show trust and loyalty during the hardest times.

Language Arts For Students With Learning Disabilities Education Essay

The intent of this qualitative instance survey is to look into the extent to which auxiliary instruction service plans deliver instructional patterns in Language Arts to upper simple pupils with larning disablements. The job addressed the extent to which holding experienced and trained forces able to guarantee pupils ‘ IEPs are in close alliance with auxiliary instruction service instructional programs is indispensable in bettering pupil accomplishment for upper simple pupils with larning disablements and the challenges directors and school coordinators have when supplying services to pupils with larning disablements. With a important sum of importance being put on the per centum of pupils hiting proficient on province English/ Language Arts trial supplemental instruction services has become and continues to be a valuable resource for educational leaders, instructors, decision makers and parents in the predicament to keep schools and instructors accountable under the No Child L eft Behind Act of 2002 current answerability system. This qualitative instance survey will research the challenges one Virginia school territory faced when supplying auxiliary instruction services to upper simple pupils with larning disablements. The research inquiries addressed the challenges SES directors and school coordinators face when supplying SES services to pupils with larning disablements. The research methodological analysis includes a qualitative instance survey design which investigates the relationships and forms through the experiences of participants. A qualitative methodological analysis was selected to obtain a better apprehension of the experiences and perceptual experiences SES directors and school coordinators face when supplying SES services to pupils with larning disablements. This survey will research the demand for experient forces who are prepared to guarantee that the pupils with larning disablements SES programs are in closer alliance with their IEP. The consequences of this survey could help auxiliary instruction services and schools with coaction through webs, partnerships, and confederations within and beyond the school puting in garnering a broader extended cognition of larning schemes for pupils with larning disablements in auxiliary instruction services plans. Auxiliary Education Services Instructional Practices in Language Arts and Math for Elementary Students with Learning Disabilities By Sharon R. Carter B.S. , Hampton University, 1998 M.A. , Cambridge College, 2006 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrative Leadership for Teaching and Learning Walden University April 2011DedicationTo my hubby whose love and support enabled me to go on my surveies and do this a possibility and to my grandchildren who have been a approval to our household. Recognitions I would wish show my deepest grasp to my commission chair Dr. Lora Bailey and the 2nd commission member, Dr. Michael Cass. I am indebted to the many co-workers who have supported me throughout my classs. I would wish to thank my hubby for without his support I would wish to thank all my old professors at Walden University who have made available their support in a figure of ways. Without their counsel this thesis would non hold been possible. It has been a pleasance to analyze at Walden University. I owe my deepest gratitude to all the professors at Walden University. I would wish to thank God for I would non be successful without God who guides me in my mundane life and activities ; I thank Him for the good wellness he has given to me, and for the success in my surveies.Table OF CONTENTSResearch Design and Approach 28 Menace to Validity 28 Data Collection Procedures 28 Data Analysis Procedures 28 Role of the Researcher 28 Participants Rights 28 Drumhead 28 Mentions 35Appendix A: Title of Appendix Error: Reference beginning non foundCurriculum Vitae Error: Reference beginning non foundList OF TABLESTable 1. # Table 2. # Table 3. Summary of Findings #Chapter 1: Introduction to the surveySince No Child left Behind Act of 2002 passed the trust on pupil public presentation on English, Language Arts trial to keep pedagogues and schools accountable to the province answerability system has become progressively indispensable. The No Child left Behind Act of 2002 current answerability system places considerable weight on the per centum of pupils hiting proficient on province English, Language Arts trials. Under No Child Left Behind Act of 2002 each province must set up pupil public presentation benchmarks and place schools non doing equal annual advancement ( AYP ) through province specific appraisals McQuillan & A ; Salomon-Fernandez ( 2008 ) . As Lee ( 2004 ) explains the current accountably system is based on the concluding end of holding all public school pupils proficient in English, Language Arts by 2014. As McQuillan & A ; Salomon-Fernandez ( 2008 ) explicate each provinces demands for ( AYP ) demands differ. However, in each province as a consequence schools neglecting for four back-to-back old ages or more may confront disciplinary action. Schools in danger of non run intoing the end face effects and may be ordered into certain intercessions. Schools non doing equal annually advancement AYP for 3 back-to-back old ages are considered, † in demand of betterment. † Further McQuillan & A ; Salomon-Fernandez ( 2008 ) work provinces that the No Child Left Behind Act of 2002 authorizations that schools, â€Å" in demand of betterment † must do auxiliary instruction services available to pupils in Title 1 schools. Auxiliary instruction services ( SES ) has become significantly critical in the predicament to help each province in run intoing the pupil public presentation benchmarks and hiting proficient on province linguistic communication humanistic disciplines trials. This linguistic communication arts research-based academic aid must be aligned with the province a cademic criterions set in each province ( Casserly 2007 ) . In a 2008 survey McMullan & A ; Salomon-Fernandez explain that SES is offered to the economically deprived pupils who receive the free and reduced-price tiffin plan ( p.1 ) . Students with disablements are non excluded from having these services. Ahearn 2007 ) states that â€Å" auxiliary educational services plans must be consistent with a pupil ‘s single instruction program under Section 614 Persons with Disabilities Act of 2004 ( IDEA ) or Section 504 of the Rehabilitation Act and pupils with disablements must have appropriate auxiliary instruction services and adjustments [ 34 CFR A §A §200.46 ( a ) ( 4 ) and ( 5 ) ] † ( p. 1 ) . In add-on, all partnerships and confederations must work together to guarantee that pupils ‘ with disablements auxiliary instruction service instructional services are closely aligned with the pupil single instruction program. Open communicating between, instructors, scho ols, auxiliary instruction services suppliers and school coordinators is indispensable in guaranting consistent auxiliary educational services. In fact the sharing of pupils with disablements persons instruction programs ( IEP ) is critical in vouching consistent auxiliary educational services. Consequently Ahearn ( 2007 ) states that, â€Å" all auxiliary instruction services suppliers are non required to function pupils with larning disablements nevertheless the jurisprudence does province that, if no supplier is able to supply the appropriate services with necessary adjustments the Local Education Authority ( LEA ) needs to supply these services straight or either through a contract † ( p.2 ) .Background of the StudyAfter-school plans have become a popular attack to heighten academic chances and results of public simple and secondary school kids in the United States Chatterji, Kwon, & A ; Sng, ( 2006 ) . Educational organisations such as private and charter schools, every bit good as religions based organisations and private concern may use to go auxiliary instruction services suppliers. Tutoring services or instruction services interested in going a auxiliary instruction services supplier must subject an application to its State Department of Education for blessing so that it may look on a province list of sanctioned suppliers Chatterji, M. , Kwon, Y.A. , & A ; Sng, C. ( 2006 ) . Information that is requested to go a supplier covers such countries as the applier ‘s current experience, including the grades/number of pupils served, experience with specific pupil populations, and geographic scene. The applier ‘s basic auxiliary instruction services plan information, including academic topics, class degrees and demands of pupils ‘ served location ; transit, cost, and information refering the applier ‘s plan design ; operations, and organisational capacity are needed. Harmonizing to Chatterji, Kwon and Sng ( 2006 ) , the province may O.K. a supplier merely if it has a demonstrated record of effectivity in increasing pupil accomplishment and will utilize instructional schemes that are high quality, based upon research, and designed to increase pupil academic accomplishment The supplier ‘s services must besides be consistent with the instructional plan, academic content of the province in which she or he wish to offer auxiliary instruction services ( Casserly 2007 ) . The SES supplier must supply auxiliary instruction services that are consistent with federal, province, and local Torahs. The No Child Left Behind Act of 2002 provinces that there are extremely qualified instructors for every schoolroom, nevertheless the jurisprudence is non specific on the makings of coachs furthermore coachs in auxiliary instruction service plans do non hold to be certified instructors ( Ascher, 2006 ) . Some auxiliary instruction service suppliers require developing runing from four to 20 hours and merely a few evaluate their coachs. Casserly ( 2007 ) in speech production of the No Child Left Behind Act of 2002 provinces that auxiliary service suppliers are to guarantee that their tutoring services c ourse of study are aligned with the province academic criterions and consistent with the direction provided by the local instruction bureau ( LEA ) . However, suppliers in each metropolis course of study are in alining with province criterions to the same grade. Casserly ( 2007 ) explains that most suppliers have the same linguistic communication humanistic disciplines and math plan that they use in every province. Many provinces have had to fight with contention environing effectual linguistic communication humanistic disciplines plans. The job is compounded as the figure of suppliers and the assortment of pupil accomplishment shortages grows. Marzano ( 2003 ) work adds that the new epoch of school reform is the high accent on informations. He explains that the accent is for schools to utilize informations to place likely successful intercessions and utilize informations to find the effectivity of pupil accomplishment. Further, he states that schools must look carefully at the research and so use alterations. Marzano ‘s reform is to near alteration on an incremental footing. To exemplify this, Marzano ( as cited in Reynolds, Teddlie, Hopkins, and Springfield 2000 ) described a schools acceptance of a new course of study and instructional plan bit by bit alternatively of all at one time. States must take their clip with the execution of auxiliary instruction services linguistic communication humanistic disciplines plans in finding the effectivity of each plan. Wenger ( 2001 ) research suggest that auxiliary instruction services linguistic communication humanistic disciplines plans should be an extension of the school twenty-four hours for pupils designed to heighten larning with pedagogues working together and sharing cognition in the attempt to further pupil larning. The literature on auxiliary instruction services and pupils with larning disablements suggest that small is known about pupils with disablements who are accessing auxiliary instruction services ( Ysseldyke, J. , Lehr, C. , & A ; Bulygo, A. 2008, January 1 ) . In a papers prepared by the Project Forum at the National Association of State Directors of Particular Education ( NASDSE ) they expresses the demand for auxiliary instruction service suppliers that specialize in tutoring for pupils with larning disablements and the demand for experient forces that are prepared to guarantee that the pupil ‘s single instruction program ( IEP ) is in closer alliance with the pupil â €˜s auxiliary educational service instructional program. In an article on auxiliary instruction services under NCLB by Eileen Ahearn in a opinion given by the United States Department of Education, June 13, 2005 p.10-11 auxiliary instruction services must be consistent with the pupil single instruction program under 614 Persons with Disabilities Act ( IDEA ) or the pupil ‘s individualised services under Section 504 † ( Ahearn 2007 p.2 ) . Hargreaves ( 1995 ) proposed the thought proposing effectual educational alteration requires the educational environment to be a â€Å" moving mosaic, † non an environment feature of inactive, chiseled functions and boundaries. Alternatively, the boundaries flexible and antiphonal to what occurs during the alteration procedure. The traveling Mosaic Fosters collaboration through webs, partnerships, and confederations within and beyond the school scene.Problem StatementThere is a job in the N. N. Virginia Public School territory . Despite that fact that Supplemental Education Services plans mandates that schools necessitating academic betterment must do free tutoring available to pupils who receive the free and reduced-price tiffin plan in Title I schools. School SES coordinator and SES directors continue to confront challenges with supplying linguistic communication humanistic disciplines services to pupils with larning disablements in the upper simple class degrees. A possible cause of this job as stated by Ahearn ( 2007 ) is that that there are merely a few experient forces in the auxiliary instruction services tutoring plans trained to guarantee that the pupil ‘s single instruction program is in close alliance with the pupils ‘ auxiliary instruction service instructional program. A survey by Ahearn ( 2007 ) confirmed that SES suppliers are frequently encouraged by the school territories to function pupils with larning disablements, although the staff may non hold the experience and preparation to function them. Casserly ( 2007 ) acknowledged that the NCLB ( 2002 ) mandates â€Å" extremely qualified instructors † for every schoolroom during the twenty-four hours nevertheless ; the jurisprudence is non specific on the makings of coachs. Coachs in auxiliary instruction service plans are non required to be certified instructors. Possibly a survey which investigates the challenges SES directors and school coordinators face when supplying SES service to pupils with disablements will be to research the demand for experient forces who are prepared to guarantee that the pupils with larning disablements SES programs are in closer alliance with their IEP. The intent of this survey is to analyze the challenges that SES directors and coordinators face when supplying services to upper simple pupils with larning disablements. The survey includes elaborate indebt informations aggregation of one of Virginia school territories SES directors and school coordinators challenges with supplying linguistic communication humanistic disciplines services to upper simple pupils. My hypothesis will turn to the extent to which holding experienced and trained forces able to guarantee pupils ‘ IEPs are in close alliance with auxiliary instruction service instructional programs is indispensable in bettering pupil accomplishment for upper simple pupils with larning disablements and the challenges directors and school coordinators have when supplying services to pupils with larning disablements. Outcome-based ratings will be used to find the extent to which pupils with disablements are having auxiliary instruction services.Purpose of the StudyThe purpo se of this qualitative instance survey will be to research the demand for experient forces who are prepared to guarantee that the pupils with larning disablements SES programs are in closer alliance with their IEP. The survey will research the experiences of auxiliary instruction service supplier ‘s directors and school coordinators. The purpose of this survey is to understand the perceptive of the auxiliary instruction service supplier ‘s directors and school coordinators consciousness of the instructional patterns for pupils with larning disablements in auxiliary instruction services plans. Information gained from this survey can help educator leading within the K-12 context on whether there is a demand for more rigorous demands for trained staff in auxiliary instruction services plans able to vouch that pupils with larning disablements supplemental educational services are consistent with a pupil ‘s single instruction program under Section 614 ( vitamin D ) Individuals with Disabilities Act ( IDEA ) or the pupil ‘s individualised services under Section 504.Nature of the StudyThe survey used a qualitative instance survey method. Creswell ( 2007 ) states that the research worker in a survey selects persons for a survey because they have purposeful information and apprehension of the research job. The SES school coordinators and SES directors have direct cognition of the challenges they face when tutoring pupils with disablements in SES Programs. A qualitative interview allows the research worker to verify information from other beginnings or information devel oped by the research worker ( Hatch 2002 ) . Rubin states that the qualitative interview will let the research worker to arouse elaborate information about the research subject by following up on replies given by the interviewee during the treatment ( p. 4 ) . A qualitative instance survey method of research has been chosen to reply the research inquiries for this survey. A qualitative position attack allowed for a more in-depth survey into the services for pupils with larning disablements in auxiliary instruction services plans. Qualitative research is done when the referees wants to authorise participants to portion their narrative. The features of a qualitative research survey include researching human behaviour in research in its natural scene, garnering field notes, carry oning interviews and roll uping artefacts or records and instance surveies ( Hatch, 2002 ) . In a qualitative survey informations is gathered straight by the research worker and can be debatable in footings of prejudices on the portion of the research wor ker. The accent of the survey was to research the extent to which the supplemental instruction services directors and school coordinators provide services to pupils with larning disablements. Participants from this survey included six auxiliary instruction services directors and six auxiliary instruction school coordinators. Each coordinator was hired by the school system to coordinator auxiliary instruction services in linguistic communication humanistic disciplines and math to simple schools. The auxiliary instruction service directors provided services for simple pupils in linguistic communication humanistic disciplines and math.Research Questions and HypothesissThe undermentioned research inquiries are addressed in the survey: What are the auxiliary instruction service school coordinators perceived challenges with supplying services to upper simple pupils with larning disablements in auxiliary instruction service linguistic communication humanistic disciplines plans? 2. What are the auxiliary instruction service managers/directors perceived challenges with supplying services to upper simple pupils with larning disablements in the auxiliary instruction service linguistic communication humanistic disciplines plans? 3. Explain the relationship between the challenges for auxiliary instruction service managers/directors and school coordinators who provide services to upper simple pupil with larning disablements?Definition of FootingsAuxiliary instruction services ( SES ) : A auxiliary instruction services plan that requires schools in academic betterment to supply free tutoring to pupils who receive the free and reduced-price tiffin plan. Auxiliary instruction services ( SES ) supplier: A auxiliary instruction services supplier is a tutoring service that offers auxiliary instruction services. No Child Left Behind Act of 2002: The No Child Left Behind Act of 2002 is a set of federal plans that necessitating provinces to better the academic accomplishment of public school pupils considered at hazard for school failure. Coach: A coach is a individual employed to teach another in some subdivision or subdivisions of acquisition, or a private teacher. Academic Appraisals: Academic appraisals are a set of high-quality, annually pupil academic appraisals that include, at a lower limit, academic appraisals in mathematics, reading or linguistic communication humanistic disciplines, and scientific discipline that will be used as the primary agencies of finding the annual public presentation of their State. Free and Reduced-Price Lunch Eligible: The free and decreased monetary value tiffin plan provides free and reduced-price school tiffins to pupils based on the pupil ‘s household ‘s income. Adequate Yearly Progress ( AYP ) : Adequate annual advancement is a step of pupil accomplishment on the province appraisal in reading and mathematics. Title I Eligible School: A Title I school is a public school in which a per centum of kids are from low-income households. Local Education Authority ( LEA ) : The local instruction authorization is a board of instruction that supervises public simple or secondary schools. Public School Choice: Public school pick is a plan in which the chance is given to pupils in a school identified as necessitating betterment to reassign to a better public school in their territory. State Educational Agency ( SEA ) : The State Education Agency is responsible for the State supervising of public simple and secondary schools. Elementary and Secondary Education Act ( ESEA ) : The Elementary and Secondary Education Act is a major federal jurisprudence impacting k-12th grade instruction enacted in 1965.PremisesAuxiliary instruction services have the potency of bettering pupils ‘ public presentation, but it is non clear if the additions that were made in several schools are attributed to auxiliary instruction services. The literature discussed the demand for auxiliary instruction services plans to incorporate the Individual Education Plan of pupils with larning disablements into the pupils ‘ tutoring plan, but did non province how and to what extent. This survey will set up the demand for experient forces who are prepared to guarantee that the pupils with larning disablements auxiliary educational service instructional program is in closer alliance with their single instruction programs and to what extent auxiliary instruction services plans are run intoing the demands of pupils with larning disab lements.RestrictionsAuxiliary instruction services plans and school territories may overstate claims if they think it will demo their plan or school in a more positive mode. Certain subjects will cover with actions or beliefs for which there is a socially favorite place. Auxiliary instruction services suppliers may non maintain a record of their services from the old twelvemonth. Therefore, auxiliary instruction services tutoring suppliers may non be able to place the pupils with larning disablements in their auxiliary instruction services plan, or the makings of the coachs supplying services to the pupils with larning disablements in their plans. The interviews will be conducted confidentially. Interview books will be approved by the thesis commission ; this will assist to guard against research worker prejudices which could interfere with the reading of the informations.Significance of the StudyA survey analyzing the demand for experient and trained staff for pupils with larning disablements in Supplemental instruction services linguistic communication humanistic disciplines tutoring plans is relevant to educator leading within the K-12 context and the greater professional instruction community. Researching auxiliary instruction for pupils with larning disablements will advance positive societal alteration by guaranting that pupils with larning disablements receive a just and appropriate instruction and that all partnerships and confederations work efficaciously and take a collaborative attempt to vouch success for all pupils. The research on auxiliary instruction services has determined that this is the first clip federal financess have been used to pay for pupil tutoring services outside of the school system ( Ahearn, 2007 ) . This job affects all pupils with larning disablements because these pupils must as every bit of import base on balls the Virginia province ( linguistic communication humanistic disciplines ) Standards of Learning ( SOL ) trial. Researching auxiliary instruction for pupils with larning disablements will advance positive societal alteration by guaranting that pupils with larning disablements receive the extra aid they need to hold in order for them to have an equal and appropriate instruction and that all partnerships and confederations work efficaciously and take a collaborative attempt to vouch pupil success and accomplishment.Summary and TransitionA qualitative instance survey will be used for this survey. The principle for this qualitative instance survey will find the demand for experient and trained staff for pupils with larning disablements in auxiliary instruction services simple linguistic communication humanistic disciplines tutoring plans. The survey will include six Virginia auxiliary instruction service directors and managers and six auxiliary instruction services coordinators from one school division in the province of Virginia take parting in the auxiliary instruction services simple linguistic communication humanistic disciplines and math plans. The research worker ‘s aims will be made clear to the auxiliary instruction services directors and managers verbally and in authorship. The participants, rights, involvement and wants will be considered when picks are made sing describing the information ( Creswell 2009, p.149 ) . A cryptography system will be developed and used for the interviews to let easy reading of participant ‘s responses. Chapter 2 represents a reappraisal of literature that gives an analysis of auxiliary instruction s ervices, the increasing figure of auxiliary instruction suppliers and the effectivity of the auxiliary instruction services plans. Chapter 3 discusses the research method to be used for the quantitative study research survey. Chapter 4 and 5 explores the quantitative research survey, the informations aggregation, written text of the interviews, study and the eventful illations. Chapter 2: Literature Reappraisal Experienced and trained forces are needed to guarantee pupils ‘ IEP ‘s are in close alliance with auxiliary instruction service instructional programs are indispensable in bettering pupil accomplishment for pupils with larning disablements. This survey will look into the challenges directors and managers in SES plans and school system forces have when functioning pupils with larning disablements. Highlighted in this survey are the plants of Marzano, Hargreaves, and Wenger. Hargreaves ( 1995 ) suggested that effectual educational alteration requires the educational environment to be a † traveling mosaic † that Fosters collaboration through webs, partnerships, and confederations within and beyond the school scene. The literature reappraisal was conducted through scholarly articles, and research databases that focused on analyzing the demand for experient forces who are prepared to guarantee that the pupils with disablements auxiliary educational service ILP is i n closer alliance with their IEP. Supplemental instruction services information was obtained by seeking relevant databases. Survey studies and related articles from 2002 to show. Walden ‘s Dissertation and Theses database, EBSCO, and ERIC served as Tier 1 and 2 database resources. Datas on the school territories non doing AYP was obtained through the Virginia Department of Education web site and imperativeness studies and NEA province affiliates. The hunt footings used in this survey include auxiliary instruction services, auxiliary instruction services ( SES ) supplier, No Child Left Behind Act of 2002, Tutor, Academic Assessments, and Adequate Yearly Progress ( AYP ) , Individual Education Plan, Individual Learning Plan and pupils with larning disablements. The subjects in instruction that led the research worker to form the presentation of literature into the undermentioned subdivisions include: The Procedure of Informing Parents, The Amount of SES Providers, Classroom Curr iculum and SES Reading and Math plans, SES Effectiveness. This chapter seeks to reply the undermentioned inquiry as it relates to the research inquiries that guide the survey: What are school leaders and SES Manages and managers perceived challenges with the SES simple linguistic communication humanistic disciplines and math tutoring plan? What are some challenges staff members encounter when working with pupils with larning disablements in SES plans?The Procedure of Informing ParentsUnder the No Child Left Behind Act parents are able to take a supplier for their kid from the state-approved supplier list. Although parents can bespeak the aid of their local school, parents make the concluding determination. Parents must guarantee that their kid attends and participates suitably in the auxiliary services Sessionss and work with the school territory and the supplier to develop and place specific academic accomplishment ends for their kid. The quality of territory presentment letters va ried well ; some were easy to read and presented the options in a positive visible radiation, while others were confounding, discouraged the usage of the options, or were biased in favour of district-provided services. This makes it progressively hard for parents to take the most appropriate auxiliary instruction services supplier for their kid. Classroom Curriculum and Language Arts and Math Programs Auxiliary instruction suppliers must utilize a high quality, research-based linguistic communication humanistic disciplines and math plan designed to increase pupil accomplishment and consistent with the direction provided by the local instruction bureaus and aligned with the province criterions. Many provinces have had to cope with contention environing â€Å" effectual † linguistic communication humanistic disciplines and math plans. Several suppliers have pre-and post-assessments and merely a few have research-based linguistic communication humanistic disciplines and math plans ( Casserly 2007 ) . The job is compounded as the figure of suppliers addition and the assortment of pupil accomplishment shortages grows. It seems that suppliers in each province are alining their auxiliary instruction plan course of study with province criterions to the same grade. Most suppliers have the same linguistic communication humanistic disciplines and math plan that they use in every provi nce. In a study measuring Supplemental Educational Services ( SES ) in Virginia, conducted by the Center for Research in Educational Policy ( CREP ) at the University of Memphis. In 2007-2008 a big bulk of SES supplier representatives ( 96.5 per centum ) reported that they aligned their services and course of study with local and province academic content and criterions either often or on occasion. Most SES coordinator responses ( 83.4 per centum ) indicated that SES suppliers ‘services were aligned with province and local criterions. The bulk of SES coordinator responses ( 93.9 per centum ) indicated that SES suppliers complied with applicable province and local Torahs. The bulk of SES supplier representatives ( 85.7 per centum ) reported that they were able to accommodate services to each school ‘s course of study either often or on occasion. Three-fourthss of SES supplier representatives ( 75 per centum ) noted that coachs often or on occasion incorporate SES services with schoolroom acquisition activities. The bulk of SES coordinator responses ( 78.8 per centum ) indicated that SES suppliers collaborated to put ends for pupil growing either often or on occasion. Over half of SES division coordinator responses ( 68.2 per centum indicated that supplier ‘s adapted SES services to each school ‘s course of study.The Amount of SES ProvidersIn a survey conducted by the Civil Rights Project, UCLA, 2007 analyzing the tendencies in execution of auxiliary educational services and student engagement in SES, from 2002-03 to 2006-07. The survey concluded that the entire figure of pupils having SES services had increased over a five old ages period. The per centum of eligible pupils really having services declined or leveled off after five old ages. The survey concluded that over a five twelvemonth period the figure of SES suppliers expanded greatly in four of the six provinces studied. In one of the six provinces studied the figure of SES supplie rs remains the same and in one of the other provinces included in the survey the figure of SES suppliers declined. The figure of suppliers grew well in all 11 territories. This research survey will research the challenges school auxiliary instruction services coordinators and directors face when functioning simple pupils with disablements.The Effectiveness of SESThe Center on Education Policy, 2007 examined attempts provinces have undertaken to transport out the auxiliary educational services demands of NCLB, concentrating on school twelvemonth 2006-07. The survey describes the processs used to reexamine and O.K. possible SES suppliers and the extent to which provinces were able to supervise the quality and effectivity of SES suppliers. There survey drew informations from a autumn 2006 study of province instruction bureau functionaries in 50 provinces. Thirty-eight provinces reported being unable to supervise the quality and effectivity of SES suppliers â€Å" to a great extent. â €  Merely 10 provinces reported being able to make so â€Å" to a great extent. † States attributed their inability to supervise to deficient staff and financess. The greatest challenges to implementing auxiliary services related to supervising the quality and effectivity of SES suppliers. Forty-one provinces and about half ( 51 % ) of school territories called this a moderate or serious challenge. In a study measuring Supplemental Educational Services ( SES ) in Virginia, conducted by the Center for Research in Educational Policy ( CREP ) at the University of Memphis. In 2007-2008, 35 SES suppliers delivered SES services to 3,344 pupils in 26 school divisions. In entire, 3,344 SES pupils ( 3,758 contracts ) received SES tutoring services from 35 suppliers across 53 schools in 26 divisions in Virginia in 2007-2008. Within the 26 divisions, 55 Title I schools were required to offer SES services. Twenty-six ( 26 ) Selenium suppliers established 1,357 contracts in mathematics , while 32 SES established 2,401 contracts in reading/language humanistic disciplines. In the state-level analysis utilizing informations from all SES suppliers combined, no important differences in either reading/language humanistic disciplines or mathematics public presentation were found between pupils having SES services and those non having SES services. While the study findings revealed overall satisfaction with SES execution and services, all respondent groups noted countries for betterment. These countries include: 1 ) integrating of SES services with schoolroom direction ; 2 ) parental engagement and division aid in advising parents about SES services ; 3 ) limited hours of SES services ; 4 ) monitoring of SES services both at the school site and in places ; and 5 ) transit to and from SES services. Most SES supplier representatives ( 78.6 per centum ) reported that they gave direction to pupils with disablements often or on occasion. Many SES supplier representatives ( 71. 5 per centum ) besides reported that they offered appropriate direction to ELL pupils as needed either often or on occasion. Many SES coordinator responses ( 67.4 per centum ) indicated that SES suppliers offered services to particular instruction and ELL pupils. Nineteen ( 19 ) per centum of pupils having SES services ( 572 pupils ) were pupils with disablements. Seven school divisions in Virginia participated in a United States Department of Education ( USED ) pilot for reversal of Public School Choice ( PSC ) and Supplemental Educational Services ( SES ) during the 2007-2008 school twelvemonth. These divisions offered SES to eligible pupils go toing schools in their first twelvemonth of school improveme Chapter 3: Research Methods The chief intent of this survey is to look into the challenges that SES directors and coordinators face when supplying services to elementary pupils with larning disablements. The research worker besides sought to bring out if underdeveloped coaction through webs, partnerships, and confederations within and beyond the school puting would help auxiliary instruction services staff in garnering a broder extended cognition of larning schemes for pupils with larning disabilties. The qualitative instance survey design was used to reply the research questions.. Hatch ( 2002 ) describes five qualitative paradigms rationalist, station rationalist, constructivist, critical/ women's rightist and poststructuralist. Hatch ( 2002 ) describes a paradigm as a belief system that guides the manner we do things The philosophical qualitative paradigms that guides my research into auxiliary instruction services for pupils with disablements would be the station rationalist paradigm. The station rationalist research worker sees themselves as informations aggregation instruments and studies generalisations based on careful analysis of interview i nformations ( Hatch, 2002 ) . The station rationalist paradigm states that there may be a existent universe out at that place, but it ‘s impossible for worlds to genuinely cognize it ( Hatch, 2002 ) . This qualitative survey will compare the challenges supplemental instruction services school coordinators and directors face with supplying tutoring services to simple pupils with larning disablements. The research inquiries explored the challenges that SES directors and coordinators face when supplying services to simple pupils with acquisition disablements. There were two hypothesis in this survey. There are important challenges with holding untrained particular instruction coachs in auxiliary instruction services simple linguistic communication humanistic disciplines and math plans able to guarantee that pupils with larning disablements single instruction program under Section 614 Persons with Disabilities Act of 2004 ( IDEA ) or Section 504 of the Rehabilitation Act and pupils with disablements must have appropriate auxiliary instruction services and adjustments [ 34 CFR A §A §200.46 ( a ) ( 4 ) and ( 5 ) ] . The undermentioned research inquiries are addressed in this study.1. What are the auxiliary instruction service school coordinators perceived challenges with supplying services to pupils with larning disablements in auxiliary instruction service linguistic communication humanistic disciplines and math plans? 2. What are the auxiliary instruction service managers/directors perceived challenges with supplying services to pupils with larning disablements in the auxiliary instruction service linguistic communication humanistic disciplines and math plans? 3. Explain the relationship between the challenges for auxiliary instruction service managers/directors and school coordinators who provide services to student with larning disablements?

Rational emotive behavior therapy (REBT) is the vi Essays

Rational emotive behavior therapy (REBT) is the vi Essays Rational emotive behavior therapy (REBT) is the vision of Dr. Albert Ellis. Dr. Ellis, 1913 - 2007, received his masters and doctorate from Columbia University in psychology . Dr. Ellis is no stranger to mental illness nor the effects that mental illness on the family unit. Dr. Ellis's described his mother as "self-absorbed with bi-polar disorder" and his father as "emotionless and distant" . Dr. Ellis parent's inattention positioned him in the role of primary caregiver for his younger brother and sister despite his fragility. Dr. Ellis reported being hospitalized eight times between the ages of five and seven . Despite his shortage of parental support, Ellis did not permit his adversities to alter his disposition. Like most psychologists, Dr. Ellis's early training originated with psychoanalytic perspective. The techniques and focus of psychoanalytic theory left many unanswered questions for Ellis on efficacy and scientific premise on psychoanalytic therapy . Dr. Ellis believed that therapy should have scientific foundation to increase the validity of psychotherapy (Ellis, 1999). During his early career, Ellis critiqued the validity and reliability of personality tests concluding that the Minnesota Multiphasic Personality Inventory was the only valid instrument based on research . During the early portion of his career, Ellis utilized psychoanalytic techniques with his clients despite the lingering questions he possessed on efficacy and scientific premise. He sought a more effective interactive alternative means aid his clients. This initiated his pursuit for new methods and techniques focused on efficacy. Ellis noticed that most of his clients labeled as neurotic shared irrational thinking . Ellis observed most individuals are aware of their irrational thoughts but continue to maintain the irrational thoughts even though they are unreasonable . Focusing on irrational thinking, Ellis combined psychoanalytic and behavioral methodologies to form rational therapy . Rational thinking is subjective. What one person considers rational, another may consider irrational. Ellis defines rational as effective cognition. The problem with RT was RT implied rational thinking as logical cognition so Ellis elected to change the name to rational emotive therapy with aspirations of encompassing cognitive and emotive processes. Dr. Ellis changed rational therapy to rational emotive therapy in 1961 . Ellis believed a problem remained even after the name change, rational emotive therapy did not clearly indicate the relationship Ellis imagined. Ellis, again, changed the name in 1995 to rational emotive behavior therapy stressing the reciprocal collaboration between cognition, emotion, and behavior . The premise of REBT is it's not the unfortunate or traumatic event/action that causes increase emotion in individual's but it's the individuals beliefs that increases emotions . Rational emotive behavior therapy (REBT) is a form of cognitive behavioral therapy (CBT) which stresses individuals have the capacity to become completely rational, which is innate due to biologically factors, implying most persons have the ability to construct rational wishes and preferences but free-will permits individuals to transfer their wishes and preferences into rigid doctrines . Ellis examined individual's environment, personality, and concluded that learned behaviors, the need to assimilate, and traumatic or unfortunate events help foster irrational thinking in individual's . We develop learned behaviors across our lifespan, which anchor our values, beliefs, morals, and goals. Some learned beliefs convert into "shoulds, oughts, and musts or SOM's" . When we convert our SOM's into needs, we create irrational dogmas. Ellis defined individuals presenting complaint(s) as irrational belief(s) about self, others, and the world (SOW) as the three musts' . Ellis categories the three musts' into three board must categories: "I must achieve outstandingly well in one or more important respects ; Other people must treat me fairly and well or they are bad people!"; "Conditions must be favorable or else my life is rotten and I can't stand it" . When any or all of the musts' statements apply, emotional and/or behavioral disturbances occur. REBT teaches individual's that SOM's are demands not needs and if SOM's are not received or acquired, the world will not end. For example, "If I can't play professional football, I will become an accountant" versus "If I can't play professional football, my life will be over." REBT emphasizes the separation of behavior from the person. For example, "I did a bad thing" rather than "I am a bad

John Alden Jr. and the Salem Witch Trials

John Alden Jr. and the Salem Witch Trials John Alden Jr. (1626 or 1627 - March 25, 1702) was a soldier and sailor accused of witchcraft on a visit to the town of Salem and imprisoned in the 1692  Salem witch trials; he escaped from jail and was later exonerated. John Alden Jr.s Parents and Wife Father: John Alden Sr., a crew member on the Mayflower when it sailed to Plymouth Colony; he decided to stay in the new world. He lived until about 1680. Mother: Priscilla Mullins Alden, whose family and brother Joseph died during the first winter in Plymouth; her only other relatives, including a brother and sister, had remained in England. She lived until after 1650, and possibly until the 1670s. John Alden and Priscilla Mullins were married in 1621, probably the second or third couple among the colonists to marry in Plymouth. Henry Wadsworth Longfellow in 1858 wrote The Courtship of Miles Standish, based on a family tradition about the couple’s relationship. Recent evidence suggests that the story may be based on fact. Priscilla and John Alden had ten children who lived past infancy. One of the two eldest was John Jr.; he and the other two eldest children were born in Plymouth. The others were born after the family moved to Duxbury, Massachusetts. John Alden Jr. married Elizabeth Phillips Everill in 1660. They had fourteen children together. John Alden Jr. Before the Salem Witch Trials John Alden had been a sea captain and a Boston merchant before he became involved in the events in Salem in 1692. In Boston, he was a charter member of the Old South Meeting House. During King William’s War (1689 – 1697), John Alden held a military command, while he also maintained his business dealings in Boston. John Alden Jr. and the Salem Witch Trials In February 1692, at about the time that the first girls were displaying their symptoms of affliction in Salem, John Alden Jr. was in Quebec, ransoming British prisoners held there after their capture in the raid on York, Maine, in January. In that attack, a group of Abenaki, led by Madockawando and a French priest, attacked the town of York. (York is now in Maine and was at the time part of the Province of Massachusetts.) The raid killed about 100 English settlers and another 80 were taken hostage, forced to march to New France. Alden was in Quebec to pay the ransom for the freedom of the British soldiers captured in that raid. Alden stopped in Salem on his return to Boston. There had already been rumors that he was, through his business, supplying the French and Abenaki side of the war. There had also apparently been rumors of Alden having affairs with Indian women, and even having children by them. On May 19, a rumor came to Boston through some escapees from the Indians that a French leader had been looking for Captain Alden, saying Alden owed him some goods that he had promised to him. This may have been the trigger for the accusations that followed just days later. (Mercy Lewis, one of the accusers, had lost her parents in Indian raids.) On May 28, a formal accusation of witchcraft- â€Å"cruelly torturing and afflicting several of their Children and others†- against John Alden was filed. On May 31, he was brought from Boston and examined in court by Judges Gedney, Corwin and Hathorne. The court decided to put Alden, and a woman named Sarah Rice, into Boston jail, and instructed the keeper of the prison in Boston to hold him. He was delivered there, but after fifteen weeks, he made an escape from the jail and went to New York to stay with protectors. In December 1692, a court demanded that he appear in Boston to answer charges. In April 1693, John Hathorne and Jonathan Curwin were notified that Alden had been returned to Boston to answer at the Boston Superior Court. But no one appeared against him, and he was cleared by proclamation. Alden published his own account of his involvement in the trials (see excerpts above). John Alden died on March 25, 1702, in Massachusetts Bay province. John Alden Jr. in  Salem, 2014 series John Alden’s appearance during the Salem witch trials has been highly fictionalized in a 2014 series about the events in Salem.  He plays a man much younger than the historical John Alden was, and he is romantically linked in the fictional account to Mary Sibley, though this has no basis in the historical record, with intimations that this was his â€Å"first love.† (The historical John Alden had been married for 32 years and had fourteen children.)

A Tale of Two IS Projects. JetBlue and WestJet Essay

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