Individuals with Disabilities Education Act Essay Example for Free

Individuals with Disabilities Education Act Essay The education system in our country was put in place in order to do service to our children. Despite this, in many cases, children that have disabilities are neglected by their schools. As a society, we all want to make sure that these children are being taken care of. However, there is a large spectrum of students with disabilities, and more needs to be done in order to meet every individual’s needs. In some cases, they do not receive enough attention, and others receive so much that it holds them back from succeeding on their own. Generally speaking, students with special needs benefit from integration into general education classrooms when it is handled appropriately; however in many cases, students are still being short-changed. Integrating students with special needs into a general education classroom has many advantages, both social and academic. For example, all students are required to receive and be tested on common core information, regardless of academic status. Julie Verdonik, an administrator at Maple Grove Jr. Sr. High School who is the head of the Special Education department , says if the students are not able to participate in the general education class, it is much more likely that they will not be taught all of the information that they are responsible for knowing. Special education classrooms slow down the pace of learning, and in many cases, this can actually be detrimental to the student (Verdonik). Verdonik also says, â€Å"When high expectations are set, generally the students are able to meet them. † Any students that are capable of handling the common-core curriculum should be given the opportunity to do so. Not only is the challenging curriculum good for them, but interacting with their peers is very beneficial as well. When asked if integration was socially beneficial for students with special needs Verdonik responded, â€Å"It is always beneficial to have students interacting together. † As a general rule, when students interact with each other, social skills are improved. This is no different for students with special needs. There are other life skills that are taught in a general education classroom that are important for these students too. They are taught the importance of meeting due dates, to listen to and respect a boss or a teacher, and how to handle challenges and frustrations that arise in daily life (Verdonik). By teaching these students important life skills, we are doing them a service that will stay with them their whole life. When integration is implemented appropriately, it is highly successful. There are specific requirements for children who are in need of special attention. They are not just left to cope with a challenging work environment. The government mandates that each eligible student receives an IEP or 504 plan under the Individuals with Disabilities Education Act, or IDEA, that will help them as they go through school (Koch). These plans are created on an individualized basis, and can include the implementing of a variety of practices to best help the student (NCLD). Different testing accommodations or formats can be assigned, as well as different classroom times or activities such as remedial classes and aides, or â€Å"study buddies† (â€Å"What is a 504 plan? †). Smaller, but equally significant, actions can be taken too, such as requiring that a student have access to a computer for every writing assignment, or that someone gives them a â€Å"backpack check† to make sure they have all of the right homework (â€Å"What is a 504 plan? †). All of these individualized requirements, added to integration, have a very strong and successful impact on the education of special needs students. There have been a number of success stories in our nation’s history when it comes to the education of special needs students. One in particular, told by Kathy Koch in her article entitled, â€Å"Do Students With Disabilities Get the Help They Need? † is the story of a young girl named Rose who suffers from cerebral palsy. Despite her condition, Rose has aspirations of attending college, and was elected onto the student’s council (Koch). Koch says that, â€Å"By nearly all accounts, the law has been highly successful at educating students once turned away at the schoolhouse door as ‘untrainable’†¦Ã¢â‚¬ . Julie Verdonik too believes that the program can be successful, and has confidence in the special needs students at Maple Grove. With all of this success, why is it necessary that the special education system be reevaluated? Despite the potential for success that IDEA creates, there are many students whose needs are not yet being met. Some states in our country ignore the act altogether, and do not provide their students with the resources and materials they need to be successful. In many cases, teachers in general education are not trained enough to handle students with special needs being a part of their classroom (Gable). The two of these factors combine to create an environment that slows down the learning process at no fault of the child. On top of that, many low-income areas do not receive enough funding to afford to service their students to the best of their ability, further hindering the child. Misdiagnosis is also a problem commonly found in low-income areas that holds students back from reaching their full potential (Koch). Students that are simply falling behind due to overcrowded classrooms are subjected to remedial reading and other needs-based classes when they don’t actually suffer from any disability (Koch). In some states, children with special needs are tested in a different category than the students in general education. Due to the fact that overcrowded classroom leave some students behind by nature, this method of testing often results in students who are falling behind being forced into special education classrooms unnecessarily to manipulate test scores (Koch). These students are robbed of the social benefits of being in a general education classroom, as well as the chance to face academic challenges. Students who are falling behind and are being pushed aside at no fault of their own often develop behavioral problems that are disruptive and detrimental to themselves and those around them (Gable). If teachers are not qualified to help these students, the problems only increase and multiply, unfairly leaving the student to cope in an environment that they can’t handle. The dropout rate of students with special needs is twice that of the students who have no disabilities (Gable). When schools fail to meet the needs of their students, the results aren’t beneficial to anybody. In too many cases, our current system is not effective enough to satisfy the needs of our students. Although there is potential for success in our system, more needs to be done to ensure that there can be adequate help for every student that needs it. Funding for special education needs to be increased to schools in low-income areas. If this were to happen, misdiagnosis, overcrowding, and a lack of resources would no longer be a problem for these districts. Teachers in the field of general education need to be adequately trained to handle the challenges that come from students with special needs in the classroom. It is not currently required that all teachers receive training in special education before earning their degree (DuBois). This should not be acceptable any longer, because even in general education classrooms, there will be students who require more attention based on behavioral and academic issues (DuBois). Most importantly, states need to be held accountable for the education that they are providing to their students. It is a common misconception that students with special needs do not match the level of achievement of students without disabilities. Many people think that the pace of classes and amount of curriculum they would be responsible for would be too much for these students to handle. However, with the proper accommodations, this would not have to be true. If necessary, an aide or special education teacher can be assigned to children through their IEP. These aides are beneficial to both the student and the teacher in the classroom. With another person to help explain concepts, as well as hold the child accountable for the work the child is responsible for, students can often meet and even exceed expectations (Verdonik). While it is true that bringing students with special needs into the classroom can introduce additional behavioral and academic issues, Verdonik says, â€Å"Having another person in the room that is trained to work with these kids can also take some of the pressure off of the teacher. † If teachers were trained more adequately to handle these problems on their own, and there was an aide available to the child, there is no reason to believe that they would not be able to adapt to and succeed in a general education classroom. There are some who believe that integrating special needs students among their peers would lead to bullying and other detrimental social problems. While theoretically this argument makes sense, there are many reasons to believe the exact opposite will happen. Integration would actually cause more tolerance and acceptance between these students. For one thing, they would be exposed to each other from a much earlier age, and would continue to be as they advance through school. Growing up together, students with and without disabilities would learn how to interact together, and even realize that they aren’t so different from each other anyway. Kathy Koch’s story about Rose is the perfect example of this. Rose’s cerebral palsy not only affects her mentally, but physically as well. Despite these defects, she was accepted by her classmates enough to be voted the secretary of her class (Koch). Anna Schuppenhaur, who suffered a stroke at the age of two, is still suffering from the physical and mental repercussions (DuBois). Her kindergarten teacher, Elizabeth Dubois, remembers celebrating Anna’s victories as a class with her students; when Anna learned how to swing all by herself, they had a party for her. Years later, in eighth grade Anna suffered from muscle spasms during class (DuBois). Anna received the support and concern of all of her classmates afterwards (DuBois). When recalling the event DuBois said, â€Å"I believe that if these children had not grown up learning to be supportive of each other, they would have reacted much differently to Anna’s situation. † Rather than feeling alone or unwanted by her classmates, the support given to Anna has helped her get through difficult times presented to her by her disability. Also, if special needs students weren’t treated differently from the beginning, there would be less distinction between them and the other students anyway. If the administration treats them differently, then they will be labeled as different. But if they are treated as equally as possible, discrimination would not develop into a problem from the beginning. If special education students are integrated into general education classrooms, general education teachers will be required to learn how to cope with the challenges that they present. However, teachers who teach in general education classrooms are not required to take special education classes before earning their degree (DuBois). It is true that training teachers in this area would be expensive. Either the individual would have to pay to take the classes at the collegiate level before earning their degree, the school district in which they work would have to pay to provide a workshop or other source of training for the teacher, or a combination of both of these options would be necessary. However, the result is worth the cost, because without the training, teachers are not able to do their job effectively. Inadequate teachers lead to higher lower test scores, misplacement of students into remedial classes (Koch), higher dropout rates, and emotionally and mentally detrimental effects for their students (Gable). Making sure teachers receive the proper training is crucial to the success of the special needs students in their classrooms. State and federal funding for special education needs to increase in order to enable schools to be capable of helping their students. The low-income areas that lack resources are not able to provide them because they cannot afford to (Associated). Helping children who require special education involves many extra expenses, such as hiring speech pathologists and psychologists, training teachers, and providing equipment and facilities, accommodations and other resources. With all of this, educating students with special needs can cost four times more students in general education (Associated). Federal funds cover a fraction of that expense, leaving the districts to their own means (Associated). Schools that are already struggling with financial troubles are unlikely to be able to meet the costs required of them without more help from the government. The most important step that needs to be taken in order to help children with disabilities in America is the development of a system that holds states and school districts accountable for providing these students with the education they deserve. Too often, students are being pushed aside when they deserve benefits because the schools do not have the resources to help them. Parents are often left to fight for their children’s rights, and are then labeled as â€Å"problem parents† and are viewed as a burden to the school system (Koch). Lilliam Rangel-Diaz says, The one constant factor throughout two and a half decades is that federal [enforcement] efforts over several administrations have been inconsistent and lacking any real teeth. There have been no consequences for states that have disregarded the law and devastating consequences for the students with disabilities and their families who have been denied the protections of the law. (qtd. in Koch) In order to solve this problem, consequences need to be established. States that are adequately helping their students should be able to pass on ideas and concepts that have influenced their student’s success, and implement new regulations that would improve the current programs. States that cannot support their students’ needs should receive funding in order to do so, because providing schools with the resources they don’t have is the only way to ensure the needs of the students will be met. However, if after a few years of receiving this funding there is no marked improvement in a  particular school district’s program, then other surrounding schools that have managed to run a successful program should take over. This may be an unorthodox system, but with the needs of the students in mind, it is a solution that makes sense. It would ensure that money is not being put to waste, give districts incentive to make improvements in their own systems, and guarantee that people who are capable and experienced are in charge of the education of our students. There are certainly situations in which integration is not actually the best option for students with disabilities. Some students have such severe limitations that they would not benefit from placement into general education classrooms, and they would be nearly impossible for teachers to work with without neglecting the rest of the class. This includes children who cannot comprehend or reproduce language, or whose mental development will never reach the adolescent stage. The education that these children receive is based more on living skills, for example, anything from shoe-tying and bed-making, to preparing food and interacting socially, depending upon the severity of their case. There are even cases in which students can learn math, reading, and writing skills. These students would be better off in a special education classroom or school, with a teacher trained specifically to handle their needs. However, this cannot be used as an excuse to keep capable children from getting the education that they deserve. Students with special needs benefit in many areas when they are integrated into special education classrooms. They develop stronger social skills, become better prepared for their future, and are challenged with a more difficult curriculum. When they are denied the opportunity to face these challenges and meet higher expectations, it is detrimental to them now and in the future. It is also a disadvantage for society, because without the proper education, it is harder for them to later become functioning members of society. With more funding, a wider range of teacher education, and a stricter enforcement of special education regulations, we can ensure that the needs of all of our students are adequately met. Works Cited Associated Press. â€Å"Public Schools Bearing the Brunt of Special Education Costs. † ThOnline. Telegraph Herald, 19 Aug 2012. Web. 1 February 2013. DuBois, Elizabeth. Personal interview. 27 January 2013. Gable, Robert A. ; Tonelson, et al. â€Å"Importance, Usage, and Preparedness to Implement Evidence-based Practices for students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers. † Education Treatment of Children 35. 4 (2012): pg. 499-519. West Virginia University Press. Web. 20 December 2012. Koch, Kathy. â€Å"Do Students With Disabilities Get the Help They Need? † CQ Researcher 10. 39 (2013): 905-928. CQ Researcher Online. Web. 11 January 2013. NCLD Editorial Team. â€Å"What is an IEP? † National Center for Learning Disabilities. The National Center for Learning Disabilities, 2013. Web. 1 February 2013. Verdonik, Julie. Personal interview. 10 January 2013. â€Å"What is a 504 plan? † NCLD. National Center for Learning Disabilities, 2013. Web. 1 February 2013.

Impact Of Tourism On Penang Island Tourism Essay

Impact Of Tourism On Penang Island Tourism Essay Introduction The students of International Tourism and Hospitality Management from SEGi University College went on a case study research at Penang Island from the 12th November to the 15th November. In these 3 three days and two nights study, the students managed to interviewed as many as 60 local residents of the state to probe and investigate on the impact of tourism towards Penang Island. Literature Review- Penang Island, A Place for Tourism and Heritage! The main reason why our study trip chose Penang Island is because of the historical sites and heritage places. Penang incorporates modernity with a touch of traditions and old world charm that is sure to captivates the heart of many tourists and travelers alike. With George Town which was recently listed as a UNESCO World Cultural Heritage Site makes visiting Penang an even more eventful trip. Penang also entices the tourists with its rich and plentiful scrumptious cuisines and mouth-watering food. Home to the Baba Nyonya descendants, this beautiful state is also rich with cultures and traditions all living harmoniously under the one same roof! Penang is located at the Northwest coast of Peninsular Malaysia by the Straits of Malacca. It is the second smallest state in Malaysia right after Perlis. The name Penang is actually derived from a tree called Pokok Pinang that is widely found along the sea side of Penang Island. Generally the state of Penang could be sub divided into two geographies; the Penang Island and also the Seberang Perai. Penang which is widely made out of hilly topography has a limited low land area for development hence the land reclamation project near the coastal area. In an average day, the temperature at this place varies from 27 degree Celsius to 30 degree during the day time while the night time promises a temperature from 22 degree Celsius to 24. Since Malaysia is located on the Equator line, this place has a very high humidity and the average annual rainfall is approximately 2670 mm. All in all, the students of ITHM find that Penang Island is indeed filled with abundant of cultures and traditions that many other places in Malaysia is definitely lack off. The culture and heritage sites at these beautiful places are still intact and maintained to perfection. Tourism undeniably has change the way of life for the Penangites vastly. Here I enclosed in the Itinerary of the whole 3D2N study trip of ITHM students. (*Refer to Appendix IV) Methodology Questionnaire- Method of Data Collection During the fieldtrip to Penang on the month of November, the students of ITHM manage to compile a total of 60 pieces of questionnaires per group on the impacts of tourism on Penang Island. Local residents of Penang were informed of the survey and requested to answer 10 simple questions regarding on the issue. The questionnaire consisted of 10 questions divided into three parts: Impacts of tourism on local environment, impact of tourism on local people- socio-cultural, and impact of tourism on local economy. The answers to the questions are in the form of Yes or No and could be ticked in boxes. A total of 60 respondents were found and they agreed wholeheartedly to help us out on the mission to uncover the facts about tourism in Penang. Of the 60 respondents, the highest number of responses agreed that Tourism Penang has indeed brought about positive feedback on the economics of the state. Even though some respondents had difficulty understanding the questions given, but we manage to sort it out by slowly explaining to them on what the questions are all about. The analysis of the response was done in two ways. We divided our group member into two units, where one unit is assigned to complete the (i) 30 pieces of questionnaire by asking local hawker peoples opinion, whereas the remaining (ii) 30 pieces are distributed among the local residents whom are not working at the current moment. Nonetheless all of whom answered the questionnaire were from the local people of Penang Island. Discussion Tourism Development- Infrastructures   Unlike any other states in Malaysia, Penang is labelled as one of the leading destination in the country today and many tourists who visited Malaysia would definitely anticipate the visit to this very heritage site. The main reason why Penang has been where it is today is mainly because it also has a better and more developed infrastructure than most of the other places in the country.    Generally there are two stadiums located at Penang for the convenience of the locals as well as to attract tourists and outsiders to take part in any sports event over here. The City Stadium or more commonly known as Stadium Bandaraya Pulau Pinang is the first and oldest stadium which is still in use up till today. It was built by the British in 1932 and ever since then had become a popular spot for any football matches. The other stadium mentioned is the Penang State Stadium. This newly completed stadium back at the year 2000 has a capacity of 40, 000 spectators.    The next cutting edge design infrastructure built in Penang is none other than the Geodesic Dome located at Komtar.   This progressive and advance looking dome is a multipurpose hall used for official functions, performances, states events and many other event purposes. The design of this dome comes from the concept study by R. Buckminster Fuller who is the master mind behind this partial-spherical structure. The main entrance to this dome is through the level five roof top which only makes it even more appealing to the tourists and visitors.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In terms of highways infrastructure, Penang is certainly quite commendable as well. Highways such as the Bayan Lepas Elevated Highway, Jelutong Expressway and Butterworth Outer Ring Road are the few expressways constructed for the convenience of the automobile users. And let us not forget about the advanced-looking Penang international airport. The Penang International Airport (PEN) is the main airport for the northern region of Peninsular Malaysia. At present, the airlines flying to the Penang International Airport includes AirAsia, Cathay Pacific, China Airlines, Firefly, Jetstar Asia, China Southern Airlines, Kartika Airlines, Lion Air, Malaysia Airlines, Silkair, Singapore Airlines, Sriwijaya Air, Thai Airways and Tiger Airways. This airport is also known as the fourth biggest airport in Malaysia after KLIA, Kota Kinabalu International Airport and Kuching International Airport. It has also been awarded as the Airport of the Year for 20 09 Frost and Sullivan Asia Pacific Aerospace and Defence for airports for the category of below 15-million-passenger. Economic Impact of Tourism The main economic development in Penang would most certainly relies on the tourism sector as it turns out that this sector yield major contribution towards the income and financial growth of the state. Based on the record by the Tourism Ministry, Penang has recorded a 40 per cent increase in the number of international tourist arrivals between January and June this year (2010). There were 405,932 tourists up till June, as compared to 244,146 in the same period last year. Of the tourist arrivals, Indonesians topped the list at over 92,000, followed by Singaporeans (51,392), China (16,000), Australia, Japan, Latin America and India (12,000 each), United States (10,000) and Middle East countries (1,360). The economic benefits of tourism were readily acknowledged by research participants in this study. Nearly everyone interviewed agreed that tourism led to the creation of jobs and it somewhat turns out to be the main source of income for most of the family as well. Residents of the communities commented that tourism often brings about positive feedbacks on the economics of the state and the standard of living too. A resident of the local neighbouring town said that, Without tourism, the economy would be stagnant. Another resident also noted, With the existence of tourism in Penang, we get to enjoy many top notch facilities and infrastructures such as the better public transportation system and the Penang stadium. For some there was a sense of certainty about the likelihood of tourism flourishing in this state. With so many demands from tourists all over the world, regardless of domestic or international, many believed that tourism was expected to take place whether or not local reside nts desired it. The Swettenham Cruise Terminal which was recently redevelopment has added an extra entry point into the island. Based on the statistic from Penang Economics Monthly April 2010 Issue 4.10, it states that in year 2009, a total of 680, 000 cruise passengers are recorded to have arrived in Penang. It has been estimated that this year at least 890, 000 numbers of tourists will turn up. The average cruise passenger spends anywhere between US$85 (rm280) to US$115 (rm350) a day when they come on land. Thats not bad considering they are in Penang for less than 12 hours. Penangs the perfect destination for cruise passengers with limited time, the minute they step off the pier, theyre already in a World Heritage Site, said Battistotti, PGT director, who is also the chairman of the Malaysian Association of Hotels (Penang chapter) and the General Manager of G Hotel. Another factor that contributes to Penangs thriving economic from the tourism sector is no doubt the Tourism Malaysias active courtship of the Middle Eastern market. It has been clear that 11th September incidence is a significant factor influencing the increase of Middle Eastern tourist arrivals to Malaysia. There are however other factors such as tourist expenses in Malaysia, tourist income, travelling expenses and the standard of living in this country that affect vastly on the number of tourists arrivals as well. Based on the work done by Norlida Hanim Mohd Salleh (2010, pp. 37-52), she mention that, The importance of the Middle East tourists to the Malaysian tourism industry can be viewed from several indicators such as number of tourist arrivals, tourism receipts, the average length of stay and potential of future tourism market. She also mentioned that the average spending of the Middle Easterners have a higher purchasing power than other tourists over here. According to the c ase study, the average expenditure of the Middle Easterners was RM3, 503 during the year 2003 whereas tourists from other places only spent RM2, 013. In general, tourism has a variety of economic impact on the Penang Island. All these could be explained using the Multiplier Effects Theory. From the work done by Daniel J. Stynes (1997, pp. 11-14), he mentioned that; The most direct effects occur within the primary tourism sectors lodging, restaurants, transportation, amusements, and retail trade. Through secondary effects, tourism affects most sectors of the economy The study might use a sales multiplier of 2.0 to indicate that each dollar of direct sales generates another dollar in secondary sales in this region. This clearly shows us that tourism the main the effect of this Multiplier theory where with tourism it brings about the development of other industries as well such as restaurants, shopping malls, and theme parks. However there are still numerous negative impacts of tourism for Penang Island. For one, a country that relies on tourism industry alone as their main source of revenue could be risky and dangerous. Economic dependence should always be versatile and all-rounded in order for a state to prosper and flourish. This is because tourism business is very seasonal. During peak season, tourist arrivals will increase tremendously especially during the year end period. Conversely the number of tourist will dropped drastically during off-peak season. And this can post immerse danger to the states wellbeing as it might create a high rate of unemployment. Environment Impacts of Tourism    It is important to understand that although tourism has boosted the economics of Penang vastly but one shall never forget on the value of the environment and natural habitat of the very island. For what we know, land is a very scarce resource in Penang Island. This is mainly due to the fact that Penang is largely made up of hilly topography and most of the low land area has already been accommodated and developed.    Based on the research done by Ngai Weng Chan (1998, pp: 305-318), he also mentioned that the efforts at industrialization and the development of other economic sectors had bring about the improvement of the states urbanization. Unfortunately this had also caused greater pressure on the land usage. As a result, the Government act upon on the land reclamation as a solution but it is still not enough to satisfy the high demand for land in the island. At present, many developers have already resort to the remaining hill land and also the reclamation area on the island for their next huge projects. Example of such project would be the Waterfront City Project (*refer to appendix I), which represents one of the highest proportions of leisure-based services anywhere in South East Asia. Promising as it may seem, this project which is to be built on the 338 acres of reclaimed land along Penangs eastern coastline will majorly impact on the condition and status of the islands wellbeing. To begin with, placing fill in a reclamation area could disturb the water quality of the adjoining sea as well as threatening the flourishing existence of fish stocks and habitats found in coastal seas and connecting lochs and lagoons. Another example of project built without the heed and consideration of the environmental issues would be the Tanjung Bungah suburb which is situated between Georgetown and Batu Ferringhi. This village was built at the hill land areas which could post many dangers to the environment and also on the inhabitants over there. Based on the journal written by Adrian M. Steinberg (2010, pp. 318-340), he mentioned that, There are many environment risk by project at hill site areas in Tanjung Bungah, Batu Ferringhi. Tanjung Bungah used to be a peaceful village only lodged by small groups of families and fishermen. However over the years, many huge corporate chose this very spot to build commercial buildings for tourism purposes. Example of these recreational structures includes the Tanjung Bungah Floating Mosque and also the Penang Water Sport Centres. Hence, the quality of the sea water deteriorates due to the discharge of raw sewage and the resulting pollution makes it a breeding ground for jelly fish. As a result, the sea all along the northern belt is no longer suitable for swimming anymore.   Penang Hill which is another famous tourist destination spot is an example of tourism development at hill land area. Located high above the land, Penang Hill is perfect as a holiday sanctuary due to the breezy and cooler environment. The state Government permitted this development because it brings forth higher monetary and fiscal policy to the states economy. Based on another case study by Ngai Weng Chan (1998, pp. 14-27), he mentioned that, Massive hill development, especially the clearing of vegetation and the cutting of hill slopes will bring about increased and accelerated run-off, increased soil erosion and a high probability of landslips and landslides. In the event of heavy rainfall, such as that which coincided with Tropical Storm Ryan on 18 September 1995, landslips and landslides would occur. In fact, a total of about 60 landslides were reported along roads on Penang Hill and its vicinity after the heavy rainfall during the above storm. This clearly shows that without a proper planning and preparation, many inadvertent events might occur. Paya Terubong used to be a predominantly agriculture area. As the years gone by, it slowly turns into a working-class neighbourhood in the central part of Penang Island. Based on a case study by Ngai Weng Chan (1998, pp. 14-27), he found that there is a total of 60 landslides reported along the roads of Penang Hill after the destructive Tropical Storm Ryan which happened back at 18 September 1995. Landslides not only harm the residents of an area but, in fact, it post tremendous dangers to motorists as well. In addition, it might pollute the river and in long-term run, may results in flood at low land area. The massive expansion project at Paya Terubong is the most apparent example of hill land development at Penang which is rather an impulsive and foolish action. The project which mostly accentuate on housing, infrastructure and a new township is actually one of the main tourist attraction at Penang Island at current. According to the Malaysian Law however, hill land with slopes of more than 20 degrees should be safeguard and conserved in its natural state, generally as a forest reserves. Ngai also stated in his case study that the Paya Terubong hill land development is a major failure of the state island by saying, According to the Consumer Association of Penang (in its April 1996 issue), the Paya Terubong housing project is an invitation to a disaster, possibly comparing the Majestic Heights as similar to the Highland Towers which collapsed in 1993. Soon after this report, the extensive mudflows occurred in early May 1996. Chan (1997) has demonstrated how rapid development on the hill slopes of the Paya Terubong valley in Penang has given rise to landslides, mudflows, sedimentation of rivers and downstream flooding. (*refer to Appendix II) Culture and Heritage Impacts of Tourism Even though the official religion of the country and state is Islam, the residents in Penang are all given the freedom and rights to follow on their personal beliefs. Buddhism is still the main religion over here. As such, the Peranakan or more commonly known as the Baba Nyonyas made 5% out of the 2 million residents of Penang. The Baba Nyonya is actually a descendent of the Chinese immigrants who partially adopt Malay customs with a touch of Chinese as well. This made the Penang Island rich with an abundant of cultures and traditions. For Penang Global Tourisms (PGT) new managing director Ooi Geok Ling, she exclaimed that if she were to describe Penang as a dish, she would go for the Rojak; All the individual fruits and veggies retain their individualism, and the rojak sauce brings everything together. This is what makes Penang so unique, our diversity and our pride in being Penangites. This clearly indicates that Penang has a presence of people from so many ethnicities and religions living together in harmony. All these could be reflected in the many festivities that are being celebrated throughout the year, ranging from the Chinese New Year to the Indian Festival, Thaipusam. Besides, Pesta Pulau Penang which is an annual carnival event makes the city all vibrant and vivacious. Besides that, Penang is also famous with the Dragon Boat Festival. Since 1979, it has been a culture to hold the International Dragon Boat Festival over the Teluk Bahang Dam. Besides attracting international tourists during the period of this event, this amazing festival also strengthens and tightens the bonds between the each and every citizen. Another remarkable festival held yearly over this state would none other be the Chingay Festival. This interesting event which all started back at 1919 to celebrate on the birthday of Kuan Yin, the Goddess of Mercy displays a wonderful act of skill in the form of a procession. (*refer to Appendix III) George Towns entry into the Unesco World Heritage Sites listing is a big recognition of Penangs unique history. This big recognition was declared back at July 2008. George Town which was one if the first British colonies to be established back many years ago is indeed filled with many historical sites. Besides that, Penang is also famous for many other historical sites that some even dated back at centuries ago. All these factors contributed to the rising numbers of tourist arrivals into the state regardless of domestic or non-domestic. Conclusion After all the investigations done on the impact of tourism on Penang Island, we found that tourism has indefinitely brought about many changes to the used-to-be-peaceful island. The most apparent changes would definitely be on the environment of the island. Noted as one of the best and most relaxing destination in Malaysia, Penang was once a very serene and calming place to holiday at. Currently however, many unplanned and unorganized development had cause many environment degradation. In terms of states economic, there is no doubt that tourism plays a major role in sustaining the monetary of the country. Tourism brings positive impact on economy by providing more job employment for the local peoples. With proper action and care from the Government and the residents of the state. Penang will definitely continue to flourish and blossom into a more majestic and magnificent state in Malaysia!

The role of parents in young childrens development

The role of parents in young childrens development Introduction The following essay proposes to look into the changing role of parents within the context of childrens development and learning, focusing in particular upon the way in which government policy has impacted upon this change at both an ideological level and a grass roots level. We propose to concentrate upon the change in language and focus inherent within contemporary curriculum documents, analysing the shift in policy discernible within the Early Years Foundation Stage as a means of accenting the changing role of parents with regards to childrens development and learning. This, therefore, clearly represents an especially complex topic to attempt to tackle with the vast array of reforms to educational standards witnessed over the course of the past two decades constituting a watershed moment in the history of social welfare provision in the contemporary era (Ball, 2008:1-11). We cannot, in the final analysis, divorce the education reforms of the 1990s and the first decade of the twenty first century from the broader changes to the welfare state that have come about as a result of a combination of economic, social and cultural forces in the post-modern epoch. Education today should therefore be seen within the context of the broader ideal of market forces, which shape the socio-political pattern of life in every post-industrial democratic capitalist state. Concepts relating to increased competition, social inclusion and the fostering of a decidedly a market mentality consequently dominate the contemporary policy making agenda with regards to the provisi on of education (Jones, 2002:143-170; Tomlinson, 2005:48-71). Thus, where, prior to the advent of the privatising policies of the Thatcher era and the neoliberal assault that characterised the first two terms of the Blair governments education was conceived of as a matter for the state and central government, after the widespread reforms to the public sector administered over the course of the past two decades, education has increasingly become the concern not only of the government but also of private sector institutions as well. As a result, local businesses and families have been increasingly integrated into the concept of educational provision in the contemporary era with this new policy initiative resting upon the twin pillars of partnership and accountability (Chitty, 2004:114-119). Partnership therefore represents the key concept underpinning all education and social reforms at the dawn of the twenty first century, constituting evidence of a shift in emphasis at government, local and settings level away from a top-down approach towards a bottoms-up approach. (Gasper, 2009:1) As a consequence, it is important for us to note from the outset the way in which the role of parents and of the family and the home should no longer be seen as being separate from the role of the state as the primary educational provider. Rather, we should make a point of underscoring the way in which the vast array of education and social policy reforms witnessed over the course of the past two decades represents a protracted process best understood in terms of the blurring of the boundaries between the public and the private spheres set to the backdrop of a devolved vision of welfare provision in the contemporary age (Alcock, Daly and Griggs, 2008:108-130). In this way, policy makers have intended to establish a clear and concise framework for education provision that would eventually positively impact upon paradigms relating to inclusion, equality, selectivity and most importantly standards (Alcock, 2008:48-50). It is within this radically altered landscape of welfare provision, education policy and social policy reform that the new educational framework for twenty first century Britain has been constructed with parents invited to play an increasingly prominent role in the development and learning of their children, particularly young children in a pre-school context (Clark and Waller, 2007:1-19). As a consequence, it is prudent to begin our examination by analysing the Early Years policy initiatives of the New Labour government and their broader impact upon parents and the family in order to establish an ideological and conceptual framework in which the remainder of the discussion can effectively take place. The Early Years policy initiatives and the family The election victory of New Labour in May 1997 telegraphed a major turning point in the way in which early years education provision would be meted out in contemporary Britain. Indeed, compared to the relative inertia of the previous Conservative government, the New Labour regime can be seen to have radically altered the very concept of Early Years social policy with much greater attention being paid to the way that young children are looked after and taught during the preschool years (Palaiologu, 2009:3-10). This fits neatly into the broader policy objective of raising standards and imposing a discernible market mentality into education, which we briefly outlined during the introduction. Improving the way in which early years education is provided will, in theory, have a positive impact upon the way in which primary and secondary education is provided with a new generation of economically independent young adults emerging from the reforms enacted during the last decade of the twenti eth century and the opening decade of the twenty first century. Viewed from this perspective, Early Years education policy in the contemporary era can be characterised in terms of a social construct; part of a much broader vision of a reinvigorated twenty first century British society built upon ideals relating to equality and cohesion as opposed to difference and segregation (Baldock, Fitzgerald and Kay, 2009:39-43). When, for instance, we pause to consider the Statutory Framework for the Early Years Foundation Stage (2008), we can see that the New Labour government has taken significant policy making steps towards reconstructing the provision of education for young children around the new paradigms of accountability and partnership. Furthermore, by analysing this document we can see the foundations upon which this new early years educational has been built with the role of the parents underlined at a fundamental level, especially with regards to fostering a working relationship with the education professionals charged with bringing about reform to the youngest elements of contemporary British society (Statutory Framework for the Early Years Foundation Stage, 2008:6). As a consequence, we should acknowledge the important change to the partnership approach where, rather than teachers working with parents under the auspices of the old Childrens Act of 1989 where professionals were conceived of as an aid to parents in need of advice and help concerning bringing their children up, under the auspices of the Statutory Framework for the Early Years Foundation Stage, professionals and parents are supposed to work together during the key, formative years of a young childs educational, social and cognitive development. In this way, the role of the contemporary education professional at the early years foundation stage is integrated around childrens lives and childrens learning (Tarr, 2009:92-111). As a result of the fresh, partnership-centric ideological impetus fuelling the policy initiatives of the New Labour government, we can begin to see a new working partnership between the state, education professionals and parents emerge that is increasingly reminiscent of the relationship between the producer and the consumer in the private sector with educational change being underpinned by greater scope with regards to educational choice (Coffey, 2001:22-37). In integrating parents and the family into the policy making landscape of the Early Years Foundation Stage the state can be understood to have facilitated an increase in choice with both parents and professionals working out the best way to move forward with regards to implementing government policy (as opposed to simply following legislative guidelines as was previously the case). When, for example, we consider the advent of the Sure Start Centres in the UK and the way in which these state-funded nurseries and day care institutions look to adopt a decidedly holistic interpretation of early years education, incorporating educating parents as well as children, we can see the extent to which the blurring of the boundaries between the public and the private spheres has served to incorporate a wholesale re-configuration of the role of the parent within the context of the development of their children (Weinberger, 2005:31-43). Indeed, according to Valerie Wigfall, Janet Boddy and Susan McQuail, parental involvement is a vital component in the ongoing development of childrens services in the contemporary era, especially in state run institutions such as Day Care centres which have been built upon the premise of partnership as the key concept upon which childrens learning and growth can be further consolidated (Wigfall, Boddy and McQuail, 2007:89-101). As a direct result of this fundamental shift in both policy and practice, the concept of partnership need no longer be thought of solely in terms of government rhetoric and political hyperbole. Unlike, for instance, the concept of partnership as it relates to the community and the police which, on account of the special authoritative powers placed upon the police force, is a partnership more in name than in practical purposes, understood within a discussion pertaining to education, the ideal of partnership is a contemporary, relevant manifestation of policy and practice at both a central governmental level as well as a local grass roots level. Without the active input of parents, New Labours Early Years initiatives would differ little from previous governments attempts at overhauling and modernising the British educational system. By including parents within the policy making framework of young children, the state has therefore championed a radical new approach to rights and responsi bility in contemporary society whereby the government plays only one part within the broader tapestry of public service provision. This is especially true with regards to education where the New Labour government has made a clear and identifiable effort to tackle deep-seated inequalities in all aspects of the British educational system (McKnight, Glennester and Lupton, 2005:69-93). We should, at this point, though acknowledge the essential paradox that resides at the epicentre of the discussion whereby, on the one hand, the state has advocated a de-centralised approach to government, reducing the impact of policy upon practice in the process, while, on the other hand, the state can be seen to have presided over a period of policy overkill where, as far as education and indeed all social policy reform is concerned, there has been dramatic rise in the visibility of the government as both the arbitrator and instigator of education policy and educational standards (David, 1999:111-132). This paradox is a reflection of the uneasy relationship between the public sector and the private sector as well as the conflicting demands of instilling a policy making landscape built upon the harmony of the home and the family while at the same time championing education policies aimed at getting parents back to work as quickly as possible. Understood in these terms, New Labours educational reforms enacted since 1997 can be understood in broad terms relating to industrial policy with pupils and parents alike both being conceived of as economic actors working within the framework of a more efficient early twenty first century state (Stedward, 2003:139-152). This paradoxical relationship between economic and social policy, and between the public and the private spheres, is likewise mirrored in the often uneasy relationship between professionals and parents within the context of Early Years welfare provision. To understand more about this paradox and the way in which it impacts upon the governments vision of a more egalitarian society constructed upon premises pertaining to choice, competition and inclusion we need to turn our attention towards attempting to understand the home-school setting as the bedrock of the partnership approach to education and social policy that defines New Labours approach to governance. Home-school setting partnership The changing role of the home-school partnership reflects the constantly shifting landscape of policy and practice with regards to childrens development, especially children operating within the context of the early years. Where, previously, education was interpreted as a matter for the state with teachers constituting the primary means of educating young children about both themselves and the world in which they live, today there is an increasing emphasis upon the home as the new locus for learning with a radically new vision of educational culture being founded upon a partnership between the school place and the home (Beauchamp, 2009:167-178). As Miller succinctly observes, education is not something that happens to children; is something that they do. (Miller, 2002:373). Thus, we should observe the fundamental difference between a passive early years education and an active early years education with the latter representing the front line of contemporary approaches to young childrens education and preschool development. It is therefore the stated aim of contemporary policy makers to instigate a partnership approach towards an active Early Years education with professionals, parents and day care workers all expected to move away from the passive approach to young childrens development which many educational researchers and experts believe represent an outmoded method of educating preschoolers. When, for instance, we pause to consider the way in which the curriculum for the Early Years Foundation Stage has evolved over the course of the past decade, we can better understand the extent to which the home-school partnership represents the ideological backbone of the new active approach to young childrens learning and development. Unlike the national curriculum in the primary and secondary stages of the educational system, which is conceived of as a rigid framework where teachers and students must adhere to certain rules and regulations, the curriculum at the Foundation Stage is a much more amorphous concept where teachers and education practitioners have more leeway with regards to discerning the best way of improving learning and instigating development. Thus, the curriculum for the Foundation Stage is not defined by dictatorial rules; rather the curriculum for the Foundation Stage is underpinned by guiding principles which, in this instance, are understood as: a unique child , positive relationships, enabling environments, and learning and development. Each of these guiding principles is further augmented by four commitments that explain how these principles can be put into practice. (Department for Children, Schools and Families Website; first accessed 02.04.10) Examining the guiding principles of the Early Years Foundation Stage Framework serves to bring to light some important points on both the perspective of parents and young childrens learning that are crucial to our understanding of the subject matter at hand. Firstly, it is clear that, in keeping with the shift towards a discernibly more active educational environment, young children are expected to learn and develop through doing, not merely through being told about themselves and the world in which they live by adults. Thus, we should, once again, underscore the significance of an active Early Years curriculum which focuses upon development, social interaction and play as much as language and cognitive development. This, in turn, has impacted upon the role of the adult within the learning and development of young children with a much greater emphasis placed upon adults as educational enablers charged with creating a learning culture in both the home and the school or day care enviro nment which, in conjunction with one other, can help to significantly and positively impact upon learning and development. By this we mean to state that, rather than passively transferring information to young children as a means of educating and developing them, adults working within the Early Years setting are expected to adopt a more involved, participatory role in the learning and development of young children. For instance, according to the Northern Ireland Curriculum Guidance notes, young children require adults who will treat them as individuals and sensitively participate in their play. (Miller, Cable and Devereux, 2005:96) In this way, therefore, the revised role of the adults as the key enablers within the broader context of young childrens learning and development represents the convergence of the four guiding principles for the Early Years Foundation Stage with the principles of a unique child, positive relationships, enabling environments, and learning and development all being underpinned by a new role ascribed to adults as facilitators within the new educational environment offering a decidedly more active approach to the Early Years curriculum underpinned by ideals relating to playing, moving and learning as a way of young children becoming better acquainted with the world and the society in which they live (Parker-Rees, 2007:13-24). It is under the auspices of these guiding principles for the Early Years Foundation Stage that the new home-school partnership has been championed with the key part to be played by parents being underscored time and again, as the following excerpt from the Departmen t for Education and Skills attests: Partnership with parents should be a key aspect of provision. Parents should be recognised as childrens first and enduring educators, and should be seen as key partners in supporting childrens learning and development. (Draper and Duffy, 2006:151) Understood in this way, the home and the epicentre of the private sphere that this represents is no longer seen as constituting a separate realm from the educational environment of the school and day care centres. Rather, understood in these terms, the home and the school appear to have been fused into one realm where children learn and develop through play and interaction with adults in both the school environment and the home. Parents, therefore, are interpreted as educators in the same sense as educational professionals which, has created fresh dilemmas for both parents and teachers seeking to construct a common ground upon which these new Early Years guiding principles can flourish (Nurse, 2007:9-19). As a result, it is prudent to turn our attention towards highlighting the true nature of the key problems and dilemmas of the partnership approach to learning and development within the Early Years context in order to understand how partnership in preschool education can be made mor e effective. In this way, we will be better able to comprehend the nature of the paradox that characterises the blurring of the boundaries between the public and the private spheres. Making partnership effective: Obstacles to effective partnership Perhaps the greatest obstacle to championing an effective partnership approach to Early Years provision concerns the views of both the parents and educational professionals who are the key actors charged with responding to the vast, fundamental changes to education policy and social policy witnessed over the course of the past two decades. Put simply, it is clear that not all families and parents wish to be involved in partnership. Some families and parents will expect education professionals to perform the task of educating their children, keeping within the guidelines of the Early Years framework as is the case with children operating in the primary and secondary spheres. There are a number of reasons why this, quite logically, is the case. Firstly, we have to acknowledge the pressures upon working parents in the contemporary era where, with many mothers and fathers having full time jobs, parents do not feel as if they are able to make the time to take such an active role in the le arning and development of their children. Understood in this way, when parents drop their children off at day care centres, nurseries and other preschool institutions, they expect the education professionals working within these buildings to take care of all the important aspects of learning and development so that parents can get on with their own work commitments while at the same time getting on with the basics of parenting once they finish their jobs in the evening. The idea that the task of learning and development should be undertaken on a partnership basis with parents having to take on the role of educational enablers in addition to working appears as something of an anathema to many parents and families. Ultimately, this is a problem arising from the generational aspect of the vast array of education and social policy reforms enacted in the contemporary era whereby many parents assume that the conditions in which they were brought up remain the same at the present time. As a result, we have to underline the nature of the obstacle posited by a lack of perspective afforded to parents attempting to understand the new educational parameters dictating the pattern of Early Years provision at the dawn of the twenty first century. As Norman Gabriel observes, adults concepts of childhood are rooted and rigid; as such we have to be aware of the major obstacle to partnership manifest in the way in which parents think of the early years and preschool provision where conceptions of childhood harboured by adults are inherently difficult to change (Gabriel, 2007:59-69). We must, therefore, observe the dichotomy between traditional interpretations of early years learning and modern notions of early years learning and the way in which this threatens to undermine the partnership approach to Foundation Stage education in the contemporary era (Waller and Swann, 2009:32-40). The paradox of the blurring of the boundaries between the public and the private spheres can therefore be seen to have been meted out in a practical level within the context of the partnership approach. Although, in theory, there exists fertile grounds upon which parents and education professionals can work together in order to improve the learning and development of young children in the Early Years Foundation Stage, in practice there remain many obstacles to achieving a consensus between the public and the private spheres as they relate to the partnership between parents and education professionals. Overcoming the considerable divide between theory and practice remains one of the gr eat obstacles to achieving a harmonious, effective partnership during the Early Years Foundation Stage. We also have to take note of the other ways in which parents might be put off working with teachers and professionals within the context of the contemporary partnership approach to education and welfare provision. We should, for instance, bear in mind that many parents will naturally shy away from any involvement with any form of state and welfare services because of a previous history of neglect or incompetency. Some families and parents that have been involved in child protections proceedings, for example, are afraid of engaging in any kind of partnership approach to early years education because of the inherent possibility that their children could be taken away from them. A lack of trust on the part of some parents is therefore another major obstacle to attaining an effective relationship between the public and the private spheres. Furthermore, we must take due note of important social and cultural differences in contemporary multicultural society whereby diversity can negatively impact upon attempts at fostering an effective and harmonious partnership approach to education provision in the early years. Certain ethnic, racial and religious groups will not, for instance, be versed in the modern approach to child care provision championed in the vast majority of western post-industrial capitalist states and, as such, will not be prepared for the joint venture of learning and development that characterises the Early Years Foundation Stage curriculum. There are also a number of related issues to consider involving single mothers whereby much of the language and rhetoric surrounding the education and welfare reforms of the past two decades have been shrouded in problems pertaining to gender inequalities and socio-economic differences. As a result of all of these inter-related factors, we have to acknowledge the impl ications of diversity and difference upon Early Years Professionals (EYP) who will be faced with a variety of social, economic, cultural and political obstacles to partnership at a practical level (Tedam, 2009:111-122). Although policy makers might assume that, in theory, professionals and parents ought to understand the need to work together in order to raise educational standards, in practice there remains a considerable divide between the school place and the home which is mirrored in the vast differences in society at large. Overcoming these obstacles cannot be achieved solely via recourse to policy and principles; rather, education professionals and parents need to be able to find a common ground so as to put into practice some of the ethics and ideals talked about at a settings and policy making level. Thus, improved communication between parents and professionals represents the greatest opportunity of the new partnership approach to education provision and it is towards such a scenario that we ought to now turn our attention before necessarily attempting to formulate a conclusion as to what this means for parents within the context of young childrens learning and development. Fostering Good Communication We have already noted the chasm that exists between theory and practice when it comes to implementing the reforms to Early Years policy enacted over the course of the past two decades with parents and professionals having to work together, bringing together two very separate spheres of the private and the public sectors. The crux of the problem consequently relates to a lack of communication between the two spheres with parents in particular being wholly unsure as to the new guidelines and principles which form the backbone of contemporary Early Years policy. It is, therefore, up to the Early Years Professionals to better equip parents with the requisite knowledge they need to assist their understanding of the deep-seated changes that have occurred to education and indeed the whole concept of welfare provision at the dawn of the twenty first century. This increasing emphasis upon good communication as a means of bridging the divide between Early Years Professionals and parents has been addressed in a number of recent policy documents published by the New Labour governments departments. For instance, one of the key documents for the training and professional development of teachers and Early Years Professionals is the Common Core Skills and Knowledge for the Childrens Workforce (Department for Education and Skills, 2005), which observes at the point of introduction the significance of effective communication and engagement with children, young people, their families and carers. (Tarr, 2009:102). As a consequence, it is clear that fostering good communication between teachers and parents serves to narrow the divide between the private and the public spheres (Beckley, Elvidge and Hendry, 2009:53-63). This has been proven in a number of independent studies and surveys undertaken in recent years. A developmental project undertaken at the Pen Green Centre in Corby, England, for example, found that increased dialogue between professionals and parents from the outset directly and positively impacts upon the learning and development of children in the Early Years. Positive communication related to childrens achievements and learning served to erode some of the barriers that exist between families, carers and education professionals. The results suggest that rich and challenging dialogue can develop when early years practitioners work collaboratively with children and families and when, given the opportunity, parents demonstrated a deeper and more extended interest about their children and became more equal and active partners. (Einarsdottir and Gardarsdottir, 2009:200) Thus, it is evident that, as we outlined in the above chapter, effective partnership between the home and the school place can occur where parents are willing to engage in such a collaborative developmental scenario. Furthermore, it is evident that parents will be more likely to engage in the partnership approach to Early Years education when the teachers and professionals make parents and families feel as if they are equal, active partners as opposed to pupils being taught how to bring their children up (Beckley, Elvidge and Hendry, 2009:53-63). Thus, it is also clear that good communication and effective dialogue between education professionals and teachers is the key to achieving this more effective, harmonious partnership where parents feel as if they are playing an active role in their childrens learning and development. It is, therefore, crucial that Early Years Professionals instigate a dialogue with parents and families from the very beginning of the relationship. In this way , the partnership approach to development and learning can become normalised and routine. More importantly, parents, carers and families will not feel as if teachers and Early Years education practitioners are encroaching upon their own sphere of influence. Thus, the key to creating a more effective partnership approach to Early Years education rests not in perpetually merging the private and the public spheres; rather, success within the context of partnership rests upon adopting a fresh perspective where teachers retain influence in the classroom, parents retain influence at the home and where both parties can meet in an open manner in the territory that exists between the two. With this in mind, we must now turn our attention towards reaching a conclusion as to the changing role of parents within the context of young childrens learning and development. Conclusion We have seen how a fresh approach to welfare provision in the contemporary era has telegraphed a completely new ideology of education based upon a partnership approach with a bottoms-up policy of integration and accountability being championed at both a policy making and local level. This, in turn, has had a clear and identifiable impact upon the role of the parents as educational enablers with the previously private sphere of the home being opened up to the same curriculum and policy making objectives that serve to shape the school place. In this way, the role of the parent has become merged with the role of the Early Years Professional with both parties being charged with improving standards by working together to positively influence the learning and development of preschoolers. There are, however, obvious obstacles to achieving a harmonious partnership between parents and Early Years education practitioners with the blurring of the boundaries between the public and the private spheres resulting in a discernible sense of paradox with regards to rights and responsibilities concerning the learning and development of young children. Parents and families still expect professionals to take care of the education of their young children while, conversely, teachers and practitioners are swamped within an avalanche of policy overkill that makes the day to day job of teaching increasingly difficult. Finding a lasting, durable common ground between these disparate spheres represents the greatest

Modern Health Hazards :: science

Modern Health Hazards Modern Health Hazards, dangers arising from man made circumstances that threaten the wellbeing of humans environment. These are normally taken as hazards arising from the mistakes human's have made over the past year's affecting the Healthy status of the entire planet completely. Different hazards threat human life on earth & By the level or extent of threat the effect can be serious and sometimes even cause death. Modern Hazards mainly are pollution of different types ,Drugs , chemical usage and some day to day human activities too Air Pollution, contamination of the atmosphere by gaseous, liquid, or solid wastes or by-products that can endanger human health and the health and welfare of plants and animals, or can attack materials, reduce visibility, or produce undesirable odours. Among air pollutants emitted by natural sources, only the radioactive gas radon is recognized as a major health threat. A by-product of the radioactive decay of uranium minerals in certain kinds of rock, r adon seeps into the basements of homes built on these rocks, posing a risk of lung cancer to residents. Effects of Air Pollution Potential pollutants may exist in the materials entering a chemical or combustion process (such as lead in petrol), or they may be produced as a result of the process itself. Carbon monoxide if inhaled in excess can cause lung problems, loss of oxygen in the blood & finally cause death .In December 1984 deadly methyl isocyanate gas was leaked from a chemical plant in Bhopal, causing the deaths of at least 3,300 people. Water Pollution, contamination of water by foreign matter such as micro-organisms, chemicals, industrial or other wastes, or sewage. Such matter deteriorates the quality of the water and renders it unfit for its intended uses. Effects of Water Pollution Notable effects of water pollution include those involved in human health. Nitrates (the salts of nitric acid) in drinking water can cause a disease in infants that sometimes results in death. Cadmium in sludge-derived fertilizer can be absorbed by crops; if ingested in sufficient amounts, the metal can cause an acute diarrhoeal disorder and liver and kidney damage. The hazardous nature of inorganic substances such as mercury, arsenic, and lead has long been known or strongly suspected. Noise Pollution, adverse effects of noise in our living and working environment. Noise is, by definition, unwanted sound. It may be annoying, it may interfere with speech communication, leisure, or relaxation, and, at very high levels which may occur at work or during certain noisy leisure activities, it may result in hearing loss by causing damage to the hair-cells in the cochlea in the inner ear.

The Pro Life Fetal Rights Movement :: Government Laws Fetus Papers

The Pro Life Fetal Rights Movement Problems with format Pro-life rhetoric is reshaping history to make room for a new class of citizens. The members of this new identity group are called "fetuses," and their legal protection is crucial to the heritage of and future of America. Lauren Berlant, in her essay, "America, 'Fat,' the Fetus"; describes the pro-life motivation to present fetuses as a class of citizens, and thereby add "a new group of "persons" to "the people"" (Berlant, 98). To do so, pro-lifers exploit the current convergence of public and private spheres. In the intimate public sphere, citizens are defined not by a common civic duty, but instead, by a shared morality. In this crisis of citizenship, with no one quite sure of where s/he stands in relation to the norm, and everyone forced into an identity politics, the fetus represents the ideal citizen - utterly vulnerable and in need of government protection. Pro-life arguments describing fetuses as the ultimately silenced, victimized minority capitalize on the shifting meanings of citizenship to find a place for the fetus within it. By mixing the language of minority politics (asserting distinct identities of classes of people who are victimized by society) and Reaganite ideology (affirming the politicization of the private sphere overseen by the government (Berlant, 3), the pro-lifers constructed the fetus as an image of perfect vulnerability: "the unprotected person, the citizen without a country or a future, the fetus unjustly imprisoned in its mother's hostile gulag" (Berlant, 97). The fetus's vulnerability and minority status speaks to the plight of the newly distinguished class of normative citizens (usually white, straight, middle-class men). "The culture of national fetality also newly touches the previously privileged  ¨C because unmarked  ¨C unexceptional citizen ¡Ã‚ ­ His new exposure to mass-mediated identity politics makes him experience himself as suddenly embodied and therefore vulnerable. An entire culture can come to identify with, and as, a fetus" (Berlant, 86). Feeling suddenly embodied and vulnerable, only recently exposed to identity politics, the formerly unmarked, nondescript citizens can now, too, relate to the minority-identity that the fetus has come to represent. At the same that the fetus is achieving minority status, the pro-life ideology is also placing its fate into the tale of our nation, making protection of the fetus crucial to the country's future. "Since we "are" what we have always "done," we violate our true selves if we act in ways that are different" (Condit, 44).

English essay part one Essay

In this essay I am going to explain how Conan Doyle adds tension and suspense to â€Å"The Adventure of the Speckled Band† I will be discussing descriptions of the setting and characters also the language he uses, I will also look into the time period it was written. Sherlock Holmes was written during the Victorian era. This was a time in London when there was much crime and poverty, London was a vile and dangerous place. Victorian people greatly feared crime with Jack the Ripper on the loose, the police couldn’t catch him because their methods were inefficient and many officers were corrupt. Victorians resented the police in London because they did not appear to be protecting the public. In 1887 Arthur Conan Doyle created, Sherlock Holmes, Victorians immediately fell for the fictional character. They liked him because he cracked every case and always got the bad guy. He was seen as the perfect detective. When Doyle tried to kill off his famous character, in 1893, he received death threats warning him to keep Holmes alive! Even know over 100 years on from Holmes birth in 1887 he is still popular. The story is called â€Å"The Adventure of the Speckled Band. † it starts with a frightened Helen stoner telling the story of her sister Julia stoner, and the mysterious circumstances surrounding her death and her concerns for her own life. Sherlock Holmes investigates and finds that Julia had been murdered by Dr. Roylott who was trying to kill Helen as well, but before Holmes could catch Dr. Roylott, the snake that he was using to try and kill the two girls, turns on him and he gets bitten and killed by it. The setting adds tension to the story because they create a spooky atmosphere, it does this in many ways, like in the description that Helen Stoner gives of Stoke Moran Manor, she says â€Å"Indian animals wonder freely over his grounds and are feared by the villagers† this gives the impression that he doesn’t want anyone on his property. When the reader learns that â€Å"‘Vagabonds†¦Ã¢â‚¬ ¦. encamp’ in the grounds† this causes tension because they are another suspect and it makes the reader wonder why he does not want others on the grounds. The reader feels intrigued when Helen Stoner says â€Å"we had no feeling of security unless our doors were locked† because, for most people, their home is the safest place in the world but Helen needs her door locked to feel safe. When the night is described as being â€Å"A wild night. The wind was howling out side and the rain was beating† this creates anticipation because something always happens during a storm, this is called pathetic fallacy. The description â€Å"windows blocked by old-fashioned shutters with broad iron bars. † makes it sound as if Helen is a prisoner and Dr. Roylott is like a guard, and a prison is designed so, no one can get in or more importantly no one can get out. The description of Stoke Moran as a â€Å"building of grey†¦.. stone†¦Ã¢â‚¬ ¦ with†¦.. two curving wings link the claws of a crab â€Å"uses a simile create the feeling that the house is alive and closing in on its occupants. The words â€Å"gathering darkness† makes it sound as if the darkness is alive and trying to consume everything How does Conan Doyle create tension and suspense in â€Å"The Adventure of the Speckled Band†?

Best Snacks Problem Solution

Running head: PROBLEM SOLUTION: BEST SNACKS INC. Problem Solution: Best Snacks Inc. Taleish M. Daniels University of Phoenix Problem Solution: Best Snacks Inc. â€Å"Best Snacks, Inc. , a 150-year-old company which has been held publicly for more than 100 years, has traditionally held the number one or two positions in the snack market, providing an excellent and stable investment for stockholders. But in the past several years, Best Snacks sales have been slipping, market share has decreased and, particularly in the past two years, stock prices have taken a dive. This year, the company will finish a very weak second, and with several smaller competitors emerging as major players in the snack industry, Best Snacks is in danger of losing its long-held premier standing in the snack market,† (University of Phoenix, 2010,  ¶ 2). In addition to these issues, the employees at Best Snacks are unsettled and feeling as if management does not value their opinions and has not done a good job of promoting innovation. In order to succeed, Best Snacks must tackle the challenges of its failing product line as well as find a way to bring the internal climate with employees back to a state of resolution. Describe the Situation Issue and Opportunity Identification Best Snacks is facing a number of issues. Declining sales, complacency, and a lack of motivation within the employees due to the absence of manager support have all contributed to the current state. By taking a close look at its competitors and studying other successful organizations the leadership at Best Snacks can retain some of its previous success. Capitalizing on the new changes in leadership, Best Snacks has the opportunity to restructure their organization in a way that will foster an environment of creativity and innovation. As stated, both sales and market share at Best Snacks has seen a decline. The opportunity presented is for the leadership at Best Snacks to evaluate the organization’s current process to determine how they can keep up with the competition. A radical innovation is a significant change that simultaneously affects both the business model and the technology of a company. Radical innovations usually bring fundamental changes to the competitive environment in an industry, (Davila, Epstien, & Shelton, 2006, p. 51). Contributing to the declining sales is the fact that there have been no product or service innovations in the past five years; instead, previously successful marketing methods have been improved or extended. Successful organizations tend to become complacent and conservative in order to preserve their core competencies—those things that lead to their success. This is logical and largely advantageous in the short-term. Paradoxically, the things that led to their success could be the very things in the long-term that pull them into failure, (Davila, Epstien, & Shelton, 2006, p. 239). By designing new marketing methods that are completely different from anything that has been done before, Best snacks can return to their customer base with a fresh approach that will draw people to their products. A learning organization is an organization that purposefully designs and constructs its structure, culture, and strategy so as to enhance and maximize the potential for organizational learning (explorative and exploitative) to take place, (Jones, 2004, p. 377). Currently many employees at Best Snacks do not understand the importance of innovation and have forgotten how to develop and implement creative ideas. Most of this stems from the fact that managers do not support creativity and innovation, another issues facing Best Snacks. Employees believe that they are not supported in their ideas and independent thinking. One of the key roles of the CEO is to make innovation part of the culture of the company. The CEO needs to make certain that collaboration occurs and becomes part of the culture. Steve Jobs works this critical cultural angle at Apple by being the clear leader of innovation and pushing hard to ensure that there is effective collaboration between the technology and business folks, (Davila, Epstien, & Shelton, 2006, p. 58 & 259). The leadership at Best Snacks should use this opportunity to support and encourage organization learning, developing culture that is ripe for innovation through leading by example and pushing for employees to come up with new ideas. Stakeholder Perspectives/Ethical Dilemmas Though Best Snacks is facing a number of issues, three main stakeholder perspecti ves and ethical dilemmas have been identified. The first is between Best Snacks and the competition. Both Best Snacks and its competing businesses have a vested interest in their individual corporations. Each would like to be the number one holder of sales and market share in their industry. In their quest to be number one, it is the responsibility of each organization to utilize fair business practices, and conduct themselves with honesty and integrity. Another stakeholder perspective is the leadership of Best Snacks versus their employees. The employees at Best Snacks feel that leadership does not value their opinions and has not created an environment open for innovation and creativity. Though management sees the need for employees to develop a creative mindset, they are unsure about the best ways to utilize those skills. Both management and the employees need to be honest about what they’re needs and expectations are. Opening the door to communication will allow them to work together as a unit. Management has the responsibility to treat employees with fairness and respect, understanding that although their titles may be lower in rank, their opinions and desire to grow the organization is what will ultimately lead Best Snacks into their next phase of success. The last ethical dilemma that was identified is Best Snacks versus itself. As a corporation, Best Snacks is rightfully concerned that they are seeing a significant decrease in sales. In their quest to retain success, Best Snacks must be careful to not violate any copyright infringement laws while studying their competition and creating their own new products. Frame the â€Å"Right† Problem Best Snacks will become a leader in the snack industry once again by promoting creative and innovative learning within the organization that will inspire a new product lines and allow them to compete with the competition. Describe the â€Å"End-State† Vision Best Snacks held on to its top position in the snack industry by promoting innovation within their organization. Though the industries may vary, the characteristics of innovative organizations are often similar. Studies have shown that innovative workplaces share six cultural characteristics: context rich, customer close, confidence building, curious, challenging, and collaborative, (Daniels, 2010). Innovative organizations have leaders that cultivate creativity by allowing employees to be themselves and encouraging the development of new ideas. Brainstorming and team building activities play a large part in how these companies create, (Daniels, Watts-Holley, Mobley, & Rauschenbach, 2010). Capitalizing on these traits, Best Snacks was able to energize their employees and push for organizational learning, and team building that enabled them to create new product lines, modernize the previous products therefore maintaining their previous customer bases as well as capturing a new audience. Identify the Alternatives and Benchmarking Validatio Based on the opportunities given, three main alternatives have been identified. First, instead of promoting organizational learning, management can select a few employees for individual learning. Managers would select employees to serve on special teams. There’s team members would then go through a series of individual and group learning to implement programs within the organization. Another alternative is for previous marketing methods to be revisited in an effort to appeal to the standard customer base. Leadership at Best Snacks can attempt to capture their previous success by reconnecting with their audience through an analysis of what has worked in the past. The third alternative identified is to make no radical changes, choosing to stick with incremental or semi-radical innovation. By utilizing incremental innovation, Best Snacks can wring out as much value as possible from existing products or services without making significant changes or major investments. Semi-Radical Innovation on the other hand involves substantial change to either the business model or technology of an organization—but not to both, (Davila, Epstien, & Shelton, 2006). Evaluate the Alternatives In Table three there were two goals that were ranked at a number five. The first goal, design new marketing methods that are completely different from those of the past was chosen to stimulate creativity within the organization. Best Snacks has already spent and ample amount of time redeveloping ideas of the past and needs a fresh approach to capturing their audience. The second goal that was ranked at a number five is for the management to promote organizational wide learning. One of the reasons Best Snacks is in the position they’re in is because at some point the organization stopped learning. Management began to discourage the innovation and creativity that once the key to the company’s success. As a result, the entire team at Best Snacks; employees as well as management need to go back to square one in learning the organization, its customers and products. Narrowed List of Alternatives The best alternative chosen are to revisit the previous marketing methods to capture some of the past product success, and to implement semi-radical change. Although it is clear based on the goals that it would be best for Best Snacks to make a complete 360 degree turn around with their business structure and approach to marketing, the cost of doing so could defeat take a toll on the company’s finances due to its declining sales. As a result, it may be better for the organization to take things slow implementing only a semi-radical change program and revamping some of the previous marketing methods. Due to the fact that the organization was highly successful not too long ago, it may be worth taking a look at some of the processes that were in place during that time, examining whether or not success can be generated by reinventing the wheel as opposed to starting over completely. Identify and Assess Risks The remaining alternatives; select a few employees for individual learning and implement incremental change have been identified as having too many risks to utilize in the future plans of Best Snacks. In selecting just a few employees, the leadership does not tackle the real issue of ensuring that innovation is stimulated on an organizational wide scale. It seems that an incremental change approach is what put Best Snacks in the position that they are in now. In only considering the bottom line while ignoring the significant changes that needed to be made in the product lines and processes has cost the organization in sales. With both alternative, Best Snacks runs the likely chance that no changes will be made, leaving the organization to continue its decline. Make the Decision Best Snacks will utilize radical innovation to develop customized, strategic marketing plans for their current product lines and formulate teams within the organization to design new products. Management and employees will work together to energize not only each other but the customer with anticipation of what’s to come. Creative advertising campaigns, team building exercises, and consistent attention to employee needs by management will position Best Snacks in the upper echelon of the snack industry. Founded in 1998, Google has obtained success by being one of the most innovative internet search engines in the world. The company name, Google is in fact a play on the word â€Å"googol,† the mathematical term for a 1 followed by 100 zeros. The name reflects the immense volume of information that exists, and the scope of Google's mission: to organize the world's information and make it universally accessible and useful, (Google, 2010). With over 150 domains in different names and languages, advertising applications, and a phone, and its own internet browser, Google Chrome, the leadership and employees at Google are constantly coming up with new ideas on how to make their existing products better and challenging themselves to create new products that will speak to their consumer needs. Google’s philosophy is embedded with a number of approaches to the principles of their organization and how they will conduct business. Specifically when it comes to design the company believes: 1. Focus on people – their lives, their work, and their dreams. . Every millisecond counts. 3. Simplicity is powerful. 4. Engage beginners and attract experts. 5. Dare to innovate. 6. Design for the world. 7. Plan for today's and tomorrow's business. 8. Delight the eye without distracting the mind. 9. Be worthy of people's trust. 10. Add a human touch, (Daniels, Watts-Holley, Mobley, & Rauschenbach, 2010). In capitalizing on the success of organizations such as Google and the competing snack corporations, as well as returning their focus back to the people, Best Snack will move into the future retaining their top slot as an industry leader. Develop and Implement the Solution In order to develop and implement the solution, Best Snacks must be strategic in their next steps. To take place immediately, Elizabeth Fairchild must devise a conflict management plan for employees and managers to have better communication. In order for innovation to thrive employees must first iron out the issues they have amongst each other as well as management. Getting the problems out on the table will be the first step to opening the door to communication needed for innovation and creativity. Within the next ninety days, Sabrina McKay will develop a plan for team brainstorming. Working with Elizabeth Fairchild, a plan for organizational learning will be put into place to stimulate the employees and get them thinking about what’s next for the organization. Within six months, new product lines should be developed. These lines will be a culmination of the ideas of each person from the management team as well as the employees. Evaluate the Results External success for Best Snacks will be measure by evaluation of the next quarter sales and earnings. Because the ultimate goal of the organization is to increase sales and market share in an effort to remain competitive in the industry, short term review goals are deemed best for a clear understanding of whether newly implemented marketing ideas and approaches are working. There are certain marketing elements every (startup) entrepreneur should track to grow and become more profitable. The key indicators are leads generated, leads converted, average dollar per transaction and average number of transactions per customer. Though the notion of tracking may feel like overkill, focus and improvement spring from the habit of constant measurement. In creating a baseline, it will be much easier to focus the strategies and actions on the right areas of the business, (Jantsch,  2009). Internal measurements for determining success will be to administer another company-wide survey and small focus groups. Leadership must remain in constant communication with the Best Snack employees to ensure that most, if not all needs are being met and that satisfactions with encouraging innovation and creativity amongst employees is felt. Conclusion Best Snacks has the potential to maintain its position in the snack industry. Though the situation looks bleak, it is not as bad as it seems. The main issue for Best Snacks is that they’ve never been in this space before. As long as management uses this opportunity to grow and learn the ills of complacency the organization should be able to avoid being placed in this position again. References Daniels, T. , Watts-Holley, J. , Mobley, A. , Rauschenbach, L.. (2010). Best Snacks Benchmarking Worksheet. Retrieved from MMPBL550 – Creativity, Innovation, and Organizational Design website. Davila, T. , Estien, T. J. , & Shelton, R. (2006). Making Innovation Work: How To Manage It, Measure It, and Profit From It. Upper Saddle River, NJ: Wharton School Publishing. Jantsch, J. (2009). 4 Metrics For Measuring Success: 4 key metrics can help you determine if your brand-building is working. Retrieved from http://www. entrepreneur. com/magazine/entrepreneur/2009/february/199732. html Jones , G. (2004). Organizational Theory, Design, and Change (4th ed. ). Upper Saddle River, NJ: Prentice-Hall, Inc. University of Phoenix. (2010). Best Snacks Scenario. Retrieved from University of Phoenix, MMPBL550 – CREATIVITY, INNOVATION, AND ORGANIZATIONAL DESIGN website. Table 1 Issues and Opportunities Identification | | | |Issues |Opportunities |Reference to Specific | | | |Course Concept | |Best Snacks sales have been slipping, market|Evaluate the organization’s current |A radical innovation is a significant change that | |share has decreased |process to determine how they can keep up |simultaneously affects both the business model and the | | |with the competition. |technology of a company. Rad ical innovations usually | | | |bring fundamental changes to the competitive | | | |environment in an industry, (Davila, Epstien, & | | | |Shelton, 2006, p. 51). |There have been no product or service |Design new marketing methods that are |Successful organizations tend to become complacent and | |innovations in the past five years; instead,|completely different from anything that |conservative in order to preserve their core | |previously successful marketing methods have|has been done before. |competencies—those things that lead to their success. | |been improved or extended | |This is logical and largely advantageous in the | | | |short-term. Paradoxically, the things that led to their| | | |success could be the very things in the long-term that | | | |pull them into failure, (Davila, Epstien, & Shelton, | | | |2006, p. 239). | |Not many people seem to understand the |Management can promote learning within the|A learning organization is an organization that | |importance of innovation. Worse, they seem |organization. |purposefully designs and constructs its structure, | |to have forgotten how to develop and | |culture, and strategy so as to enhance and maximize the| |implement creative ideas. |potential for organizational learning (explorative and | | | |exploitative) to take place, (Jones, 2004, p. 377). | |Employees feel that creativity/innovation is|Management can develop a culture that is |One of the key roles of the CEO is to make innovation | |not encouraged and that their ideas are not |ripe for innovation through leading by |part of the culture of the company. The CEO needs to | |supported by management. |example and pushing for employees to come |make certain that collaboration occurs and becomes part| | |up with new ideas. |of the culture. Steve Jobs works this critical cultural| | | |angle at Apple by being the clear leader of innovation | | | |and pushing hard to ensure that there is effective | | | |collaboration between the technology and business | | | |folks, (Davila, Epstien, & Shelton, 2006, p. 258 & | | | |259). | Table 2 Stakeholder Perspectives and Ethical Dilemmas | |Stakeholder Perspectives and Ethical Dilemmas | | | | | |Stakeholder Groups with Competing | | | |Values |The Interests, Rights, and |The Ethical Dilemma Based on the Competing | | |Values of Each Group |Values | |List: Group X | | | |versus Group Y | | | |Best Snacks vs. the competition |Both Best Snacks and the competition have a vested |It is the responsibility of each organization | | |interest in their individual corporations. Each would |in their quest to be number one to do utilize | | |like to be the number one holder of sales and market |fair business practices, and conduct themselves| | |share in their industry. |with honesty and i ntegrity. | |Best Snacks Leadership vs. he |The employees at Best Snacks feel that leadership does |Both management and the employees need to be | |employees |not value their opinions and has not created an |honest about what they’re needs and | | |environment for open innovation and integrity. Though |expectations are. Opening the door to | | |management sees the need for employees to develop a |communication will allow them to work together | | |creative mindset, they are unsure about the best ways |as a unit. Management has the responsibility to| | |to utilize those skills. treat employees with fairness and respect, | | | |understanding that although their titles may be| | | |lower in rank, their opinions and desire to | | | |grow the organization is what will ultimately | | | |lead Best Snacks into their next phase of | | | |success. | |Best Snacks vs. tself |As a corporation, Best Snacks is rightfully concerned |In their quest to retain success, Best Snacks | | |that the y are seeing a significant decrease in sales. |must be careful to not violate any copyright | | | |infringement laws while studying their | | | |competition and creating their own new | | | |products. | Table 3 Analysis of Alternative Solutions [pic] Table 4 Risk Assessment and Mitigation Risk Assessment and Mitigation | |Alternative |Risks and Probability |Consequence and Severity |Mitigation Techniques and Strategies | |Select a few employees for |By selecting only a few employees |The organization may find itself | Instead of managers randomly selecting| |individual learning |for individual learning, Best Snacks|in the same position as right now,|employees, they could ask for | | |leadership will have only barely |it is clear that not enough |volunteers, or use a mixture of | | |touched the issue of many not |employees understand the process |experience and tenure to make the | | |understanding creativity and |of innovation to a point where |selection | | |innovation. |they can move the company forward. | | | |Also, in selecting only a few | | | | |employees issues of favoritism and| | | | |feeling left out could occur | | | | |amongst workers. | | |Implement Incremental change |Though incremental innovation would |Utilizing incremental change could|Instead of incremental innovation, Best| | |save the company money it would not |put Best Snacks back in the same |Snacks should utilize another approach | | |address the most important issue of |position. that would allow them to tackle the | | |stimulating creativity and | |core of the issues. | | |innovation within the employees. | | | | |This would cost the company in the | | | | |long run as they run the risk of | | | | |continuing the sales decline. | | | Table 5 Pros and Cons of Alternative Solutions Alternative |Pros |Cons | |Revisit previous marketing methods to capture |Methods used during the company’s most |These methods are old and no longer appeal to | |past success |successful times have a lready been tested |the target audience – the reason Best Snacks is| | | |in their current state | |Implement semi-radical change |Extreme change will be made to certain portions|Best Snacks is no longer in a position where | | |of the organization. |small changes are acceptable. They need fast, | | | |extreme change to catch up to the competition | Table 6 Optimal Solution Implementation Plan |Action Item Deliverable |Timeline |Who is Responsible | |Develop a plan for team brainstorming and innovation|90 days Sabrina McKay | |Create new product lines |6 months |Sabrina McKay, Bill Santoro, Jennifer | | | |Heartwell, Martin Hernandez, Dale Chin | |Devise conflict management plan for employees and |Immediately |Elizabeth Fairchild | |managers to have better communication | | | Table 7 Evaluation of Results |End-State Goals |Metrics |Target | |Management and employees will develop and |Employee survey |85-90% satisfaction | |maintain open communication. | | |Best Snacks increa se sale and market share. |Industry reports |70% increase | | | | | | | | | | | | |