Language Arts For Students With Learning Disabilities Education Essay

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

Biomedical and Biopsychosocial models of care Essay

Competing views of the human body as either a biological phenomena or a complex microcosm borne of its environment, have provided the basis for the development of two different models of care: the biomedical model, and the recovery-based psychosocial model. The model of care adopted by care providers heavily influences the nature of the treatment given, and the trajectory of a patient’s journey through illness, to wellness. Historically, the biomedical model of care has been the foundation of Western medicine, and has remained largely unchallenged as the dominant model of care used in the delivery of psychiatric treatment. It is practiced with a focus on disease, pathology, and ‘cure’. The emergence of the biopsychosocial model (Engel, 1977) and psychosocial rehabilitation has provided the mental health arena with an effective alternative to the biomedical model. With an approach that is person-centred and recovery focused, it aligns with contemporary attitudes about mental disorders having their origins and impacts in a social context. This paper will critically analyse and compare the benefits and limitations of both models of care, through an exploration of three key areas: (i) empowerment/disempowerment of the patient, (ii) implications for nursing practice, and (iii) outcomes. In psychiatry, the biomedical model emphasises a pharmacological approach to treatment, and supposes that mental disorders are brain diseases caused solely, or by a combination of chemical imbalances, genetic anomalies, defects in brain structure, or neurotransmitter dysregulation (Deacon, 2013). This supposition makes up one side of a Descartian divide that exists between biological psychiatry and a biopsychosocial approach to mental health care. Engel (1977) viewed the biomedical model as ‘reductionist’, and posited that it neglected the social, psychological and behavioural dimensions of illness. He proposed a biopsychosocial model that takes into account ‘the patient, the social context in which he lives, and the complementary system devised by society to deal with the disruptive effects of illness’ (p. 131). It is within this biopsychosocial framework, that  recovery-focused psychosocial rehabilitation takes place (Cnaan, Blankertz, Messinger & Gardner, 1988; King, Lloyd & Meehan, 2007). Less objective than the biomedical model, psychosocial rehabilitation focuses on the subjective experience of recovery and wellness, that is, the presence of signs and symptoms may not necessarily align with the individual’s sense of self and wellness. (i) Empowerment/disempowerment of the patient A persistent criticism of the biomedical model is the assertion that the patient is disempowered. Firstly, the nature of the doctor-patient relationship suggests that the patient is a passive recipient of treatment; the patient is reduced to a diagnosis, and offered diagnosis-specific treatment options. The role of personal choice exists, however in a limited capacity. Secondly, the ideology underpinning the biomedical model assumes disease to be a deviation from the biological norm, with illness understood in terms of causation and remediation (Deacon, 2013; Shah & Mountain, 2007; Engel, 1977). This perspective assumes the existence of some underlying pathological cause for symptoms and behaviour, and focuses on objective indicators of recovery (King et al., 2007). The implications of this perspective are that the patient cannot, from his own resources, do anything to ameliorate his illness, and to affect any change in his behaviour, he must adhere to diagnosis-specific treatment se t out by the psychiatrist. It is argued that the ways in which a patient can be disempowered by a psychiatric diagnosis (stigma, forced hospitalisation, long-term pharmacotherapy etc.) far outweigh any benefits they might receive (Callard, Bracken, David & Sartorius, 2013). Comparatively, recovery within the framework of psychosocial rehabilitation is widely considered to be empowering for consumers of mental health services (Shah & Mountain, 2007; Callard et al., 2013). Two key principles of psychosocial rehabilitation are an emphasis on a social rather than medical model of care, and on the patient’s strengths rather than pathologies (King et al., 2007). Similar to the doctor-patient relationship of the biomedical model, there exists a relationship between patients,  caregivers and clinicians in the psychosocial framework. The emphasis however is on the formation of a therapeutic alliance (King et al., 2007) in which recovery is owned by the patient, with professionals and services facilitating this ownership (Mountain & Shah, 2008). The aim of psychosocial rehabilitation is for the patient to have self-determination over their illness and health, and a fulfilled sense of self despite the possible continuation of symptoms (Barber, 2012). This is in stark contrast to the biomedical model in which illness is managed by the practitioner, and health is hallmarked by the absence of symptoms and disease (Wade & Halligan, 2004). The psychosocial perspective must also be considered in terms of its potential limitations. By placing an emphasis on self-determination and self-management of mental illness and wellbeing, there runs a parallel risk of instilling a sense of responsibility or blame within the patient when less than desirable health outcomes occur. This is of particular relevance in mental health settings, where poor health outcomes are unfortunately, likely (Deacon, 2013). In the biomedical model, the psychiatrist would offer some small consolation to the patient in the form of shouldering the bulk of the responsibility. With regard to empowerment of the patient, this notion of ‘care’ versus ‘cure’ suggests that the biomedical model of care and psychosocial rehabilitation are two competing models of care that are divorced from one another. They are not, however, mutually exclusive, and it is worth noting that contemporary definitions of the biomedical model at least attempt to consider the incorporation of recovery-based treatment approaches (Barber, 2012; Mountain & Shah, 2008; Wade & Halligan, 2004). It has been suggested that modern day doctor-patient relationships are far more aligned with the nature of the psychosocial therapeutic alliance, founded on engagement and the recognition of skills and knowledge of each partner (Mountain & Shah, 2008). Specifically in a mental health setting, it might be argued that the biomedical model parts ways with psychosocial rehabilitation by use of compulsion (Mountain & Shah, 2008). The intent behind much of today’s mental health legislation is guided by the ideologies of the biomedical model. This  results in patients with a psychiatric diagnosis being frequently disempowered, by having their right to self-determination overridden by legal powers of compulsion (Thomas, Bracken & Timimi, 2012). Despite a shift towards self-determination by the biomedical model, mental health patients may be forced to accept treatment against their wishes. In opposition to this, the psychosocial framework favours a community-based, ‘case-managed’ style of care (King et al., 2007), which seeks to empower the patient and maintain independence. (i) Implications for nursing practice The medical model is a useful framework to assist the psychiatrist in the identification of disorders and diseases. However, scientists have identified neither a biological cause nor a reliable biomarker for any mental disorder (Deacon, 2013), and arguably, most mental disorders have their origin and impact in a social context (McAllister & Moyle, 2008). Therefore, the validity of the biomedical model as a nursing model of care in mental health settings must be questioned. The all-encompassing nature of the care delivery required by a psychosocial framework may, at times, appear to be at odds with more ‘traditional’ concepts of nursing. It is understood that the biomedical model is the model on which many nurses base their practice. It is also the model that has long dominated the field of psychiatry (Stickley & Timmons, 2007), despite a plethora of literature espousing the importance of the interpersonal domain and psychosocial factors. Findings from a study by Carlyle, Crowe & Deering (2012) showed that mental health nurses working in an inpatient setting described the role of mental health services, the role of the nurse and nursing interventions in terms of supporting a medical model of care. This was despite recognition amongst the nurses that they used a psychodynamic framework for understanding the aetiology of mental distress, as being a result of interpersonal factors. The problems with the use of the biomedical model in mental health nursing are varied. The overriding goal of the biomedical model is cure, and  therefore nurses that base their practice on it must also aim for this outcome. This is obviously troublesome for a speciality that treats disorders that may not have a definable cause, and typically have poor outcomes (Deacon, 2013). Regarding ‘care’ versus ‘cure’, the challenge for nurses working in mental health settings where their practice is underpinned by the medical model, is the inability to achieve the outcome of care that they believe to be appropriate, that is, a cure (Pearson, Vaughan & FitzGerald, 2005). In terms of the provision of nursing care, the biomedical model’s focus on disease and the objective categorisation of people by disease can serve to depersonalise patients and so too, the nursing care provided to them (Pearson et al., 2005). It may well be argued that the biomedical model devalues the role of the nurse, because the humanistic side to care is diminished in favour of a medical diagnosis and cure. Overall, the ideals of mental health nursing practice are constrained by the biomedical model (McAllister & Moyle, 2008), however, nurses feel comfortable using this model to explain their practice, in the absence of a defined alternative. Psychosocial rehabilitation as an alternative to the biomedical model not only has positive implications for consumers of mental health services but also to the nurses who provide their care (Stickley & Timmons, 2007). Indeed, a wealth of literature supports a shift from the medical model to a recovery-based, psychosocial approach (Engel, 1977; Barber, 2012; Caldwell, Sclafani, Swarbrick & Piren, 2010; Mountain & Shah, 2008). In contrast to the biomedical model, the nurse-patient therapeutic alliance is at the core of the psychosocial framework (King et al., 2007). In this way, the role of the nurse moves away from being task-focused, to actively developing, coordinating and implementing strategies to facilitate the recovery process (Caldwell et al., 2010). Additionally, this model of care strongly aligns with nursing perceptions of their role as care providers, their beliefs regarding the aetiology of mental disorders, and their attitudes towards best practice (McAllister & Moyle, 2 008; Carlyle et al., 2012). (i) Outcomes Generally, the biomedical model has been associated with vast improvements in medical care throughout the 20th century. Despite its persistent dominance of both policy and practice, the biomedical model in regards to the delivery of mental health care is characterised by a lack of clinical innovation and poor outcomes (Deacon, 2013). It does, however, have its redeeming qualities. The primary strength of the biomedical model is its core knowledge base derived from objective scientific experiment, its intuitive appeal, and relevance to many disease-based illnesses (Pearson et al., 2005; Wade & Halligan, 2004). Evidence-based medicine allows the psychiatrist to access objective evidence about the safety and effectiveness of their interventions (Thomas et al., 2012). Shah & Mountain (2007) argue that the model’s rigorous methods used to gather evidence that have resulted in numerous effective psychopharmacological treatments, cannot be translated in helping to identify which spec ific elements of psychosocial treatments are effective. This assertion is evidenced by a study documenting the efficacy of a psychosocial rehabilitation programme (Chowdur, Dhariti, Kalyanasundaram, & Suryanarayana, 2011) in patients with severe and persisting mental illness. The study showed significant improvement for all participants across a range of parameters used to measure levels of functioning. However, the results did not reveal the specific effects of various components of the rehabilitation programme, making it difficult to isolate each component and to study its effect. Regardless, the overall benefits of psychosocial rehabilitation should not be ignored simply due to study limitations. Despite the biomedical model’s rigorous study methods and evidence-based core, tangible signs of progress are few and far between. Indeed, the biomedical approach has failed to elucidate the very biological basis of mental disorder, and also failed to reduce stigma (Deacon, 2013; Schomerus et al., 2012). Kvaale, Haslam & Gottdiener (2013) determined that biogenetic explanations for psychological illnesses increase ‘prognostic pessimism’ and perceptions of dangerousness, and do little to reduce stigma. This conclusion has obvious implications in a society where the layperson’s, and in fact, nursing student’s understanding of mental illness is a biogenetic, ‘medicalised’ one (Kvaale et al., 2013; Stickley & Timmons, 2007). In  contrast, psychosocial rehabilitation programmes may have the effect of reducing stigma. As previously discussed, psychosocial rehabilitation is underpinned by an ideology that seeks to empower the patient. Research has shown that empowerment and self-stigma are opposite poles on a continuum (Rà ¼sch, Angermeyer & Corrigan, 2005). By enhancing the patient’s sense of self, insight, societal roles, and basic self-care functions (King et al., 2007), psychosocial rehabilitation programmes have the ability to reduce the negative effects of stigma. In a study particular to patients with schizophrenia (Koukia & Madianos, 2005), caregivers and relatives reported lower levels of objective and subjective burden when the patient was engaged in a psychosocial rehabilitation programme. In their exploration into the validity of evidence-based medicine in psychiatry, Thomas et al. (2012) differentiate between specific factors (e.g. pharmacological interventions targeting specific neurotransmitter imbalances), and non-specific factors (e.g. contexts, values, meanings and relationships). They determined that non-specific factors are far more important in relation to positive outcomes, which would support a psychosocial approach. In recent years, public opinion and policy has become more aligned with the recovery model, evidenced by the wealth of literature echoing Engel’s (1977) proposition of a ‘new medical model’ founded on a biopsychosocial approach. Recently, the Australian Government Department of Health acknowledged the positive outcomes associated with a recovery-based model, and released the National framework for recovery-oriented mental health services (2013). Despite their ideological differences, psychosocial rehabilitation need not be viewed as the antithesis to the biomedical model, with literature suggesting a degree of compatibility between the two that is becoming more apparent in the modern delivery of mental health care (Barber, 2012; Mountain & Shah, 2008; Shah & Mountain, 2007). Conclusion Recent years have seen significant changes in the perceptions of mental illness, and the provision of mental health services that are available. The  move towards community-based care, psychosocial rehabilitation programmes, and empowerment of the patient through self-determination has been accompanied by a growth in research, and positive outcomes for mental health consumers. Despite this progress, modern mental health care is still largely dominated by the biomedical model. Whilst contemporary interpretations of the psychiatric biomedical model recognise the value of social and psychological factors, they appear to do so in a way that relegates those factors to an order below that of biological factors. This occurs in the absence of any definable biological causes for mental disorders (Deacon, 2013). A contemporary model is required in modern mental health services. Indeed, Barber (2012) suggests that recovery should be thought of as the ‘new medical model for psychiatry. Psychosocial rehabilitation is associated with improved objective and subjective patient outcomes, and emphasises the role of the nurse. As observed by Engel (1977), the dogmatism of biomedicine inadvertently results in the frustration of patients who believe their genuine health needs are being inadequately met. True incorporation of a biopsychosocial approach into modern mental health care, would create a framework for consistent positive outcomes, and limitless innovation. REFERENCES Barber, M. (2012). Recovery as the new medical model for psychiatry. Psychiatric Services, 63(3), 277-279. Caldwell, B., Sclafani, M., Swarbrick, M., & Piren, K. (2010). Psychiatric nursing practice and the recovery model of care. Journal of Psychosocial Nursing, 48(7), 42-48. Callard, F., Bracken, P., David, A., & Sartorius, N. (2013). Has psychiatric diagnosis labelled rather than enabled patients? The British Medical Journal, 347, doi: 10.1136/bmj.f4312 Carlyle, D., Crowe, M., & Deering, D. (2012). Models of care delivery in mental health nursing: a mixed method study. Journal of Psychiatric and Mental Health Nursing, 19, 221-230. Chowdur, R., Dharitri, R., Kalyanasundaram, S., & Suryanarayana, R. (2011). Efficacy of psychosocial rehabilitation program: the RFS experience. The Indian Journal of Psychiatry, 53(1), 45-48. Cnaan, R., Blankertz, L., Messinger, K., & Gardner, J. (1988). Psychosocial rehabilitation: toward a definition. Psychosocial Rehabilitation Journal, 11(4), 61-77. Deacon, B. (2013). The biomedical model of mental disorder: a critical analysis of its validity, utility, and effects on psychotherapy research. Clinical Psychology Review 33, 846-861. Department of Health. (2013). National framework for recovery-oriented mental health services. Canberra, Australia: Australian Health Minister’s Advisory Council. Engel, G. (1977). The need for a new medical model: a challenge for biomedicine. Science, 196, 129-136. Harding, C. (2005). Changes in schizophrenia across time: paradoxes, patterns, and predictors. In L. Davidson, C. Harding, & L. Spaniol (Eds.), Recovery From Severe Mental Illnesses: Research Evidence and Implications for Practice (pp. 19-41). Boston: Centre for Psychiatric Rehabilitation. King, R., Lloyd, C., & Meehan, T. (2007). Handbook of psychosocial rehabilitation. Carlton, VIC: Blackwell Publishing. Koukia, E., & Madianos, M.G. (2005). Is psychosocial rehabilitation of schizophrenic patients preventing family burden? A comparative study. Journal of Psychiatric and Mental Health Nursing, 12, 415-422. Kvaale, E., Haslam, N., & Gottdiener, W. The ‘side effects’ of medicalisation: a meta-analytic review of how biogenetic explanations affect stigma. Clinical Psychology Review, 33, 782-794. McAllister, M., & Moyle, W. (2008). An exploration of mental health nursing models of care in a Queensland psychiatric hospital. International Journal of Mental Health Nursing, 17, 18-26. Mountain, D., & Shah, P. (2008). Recovery and the medical model. Advances in Psychiatric Treatment, 14, 241-244. Pearson, A., Vaughan, B., & FitzGerald, M. (2005). Nursing models for practice. Sydney, NSW: Elsevier. Rà ¼sch, N., Angermeyer, M., & Corrigan, P. (2005). Mental illness stigma: concepts, consequences, and initiatives to reduce stigma. European Psychiatry, 20, 529-539. Schomerus, G., Schwahn, C., Holzinger, A., Corrigan, P., Grabe, H., & Carta, M. (2012). Evolution about public attitudes of mental illness: a systematic review and meta-analysis. Acta Psychiatrica Scandinavica, 125, 440-452. Shah, P., & Mountain, D. (2007). The medical model is dead – long live the medical model. The British Journal of Psychiatry, 191, 375-377. Stickley, T., & Timmons, S. (2007). Considering alternatives: student nurses slipping directly from lay beliefs to the medical model of mental illness. Nurse Education Today, 27, 155-161. Thomas, P., Bracken, P., & Timimi, S. (2012). The anomalies of evidence-based medicine in psychiatry: time to rethink the basis of mental health practice. Mental Health Review Journal. Wade, D., & Halligan, P. (2004). Do biomedical models of illness make for good healthcare systems? The British Medical Journal, 329, 1398-1401.

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Organisations Design - Approaches and Applications - Essay Example What attracts job seekers to want to join Google is the one of a kind working environment at the company. Google employees have coined a phrase to explain their modes of work – Googley. As reported by the NBC news, the company has also been rated by fortune magazine as the best American company to work for (Larson, 2011). The interesting thing about Google is that it has an organization structure that is flat as opposed to the traditional hierarchical system. One would expect that such a structure would prove counterproductive but Google has clearly proved management experts otherwise. Google is a company that embraces a work ethic that is anything but conventional. According to an NBC reporter, the employees at Google are â€Å"way too happy.† When doing an interview with the human resource personnel, the reporter posses a rhetoric question, â€Å"these people are too happy†¦.seriously, can’t I see a frown here? (Larson, 2010)† It is hard to have a frown as an employee of Google. The company offers the workers such a friendly working environment by providing them with all the luxuries they will need at no extra cost. For instance, the employees have access to a physician right at the office incase they fall sick, there is a gym at the office, they have chefs that fix them five star meals free of charge, they have luxury lounges and even beds to rest if they need to take a nap†¦the list is endless. This is arguably the epitome of mixing business with pleasure but contrary to what one would expect, it has worked to continue to make Google one of the most profitable companies Google’s structure seems to answer to the contingency theory. The contingency theory states that there is no blanket solution to management of a company. It is thought wise to allow different organizations to develop their own different structures that will work for them in their different environments (Sibbet,

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The War on Drugs and the War on Terrorism - Research Paper Example Some scholars perceive these two issues as results of poor leadership styles and poor leadership characters, suggesting eradication may be possible with quality and ideal leadership. This paper seeks to examine the war on terrorism and the war on drugs, as well as analyze the importance of leadership in avoiding these issues. Introduction Terrorism and drugs are among the social issues that negatively affects a nation and the universal society as a whole. The two issues destroy the pillars of the society, potentially destroying inter community and intra community relations. For several decades, the fight against these two issues has been of concern to media. This war on drugs and terrorism began actively in the twentieth century when the two issues began significantly affecting the societal setup in various communities (Richman, 2002). Some scholars perceive these two issues as results of poor leadership styles and poor leadership characters, suggesting eradication may be possible with quality and ideal leadership. Essentially, societal problems such as use of drugs within a community or involvement in terror attacks often occur because of poor leadership or the exclusion of these groups from leadership decisions. In societies experiencing terrorism and drug issues, the leaders of that society have the responsibilitie s to ensure that these issues diminish from these issues. The challenges facing these leaders including designing strategies, and implementing them, as well as enforcing them to advocate for drug and terrorism eradication from the society. Regardless of the capabilities of leaders, they need a team to lead a society against such wars. The problem is designing a team and administration that is competent enough (Schopp and Hill, 2009). Additionally, an effective communication system flowing mutually within the administration is a great challenge. Great leaders have strong personalities, policies, will, and vision that promote the general good of the society. The war on both drugs and terrorism is far from over, at least with the current leaders occupying the relevant offices that combat these issues. The purpose of this paper is to highlight the importance of leadership in the global society, especially on the war against terrorism and drugs. Drug Abuse History and Legislations Terrorism and drugs have been a persistent issue in countries all over the world, especially in Western nations such as the United States of America. The war on drugs, a term coined in 1971 by US President Richard Nixon, in the US is a controversial policy seeking to define and reduce illegal drug trade. At the frontline of the war are policies that discourage consumption, production, and distribution of illegal psychoactive drugs in the US and the rest of the world. In the early years of the twentieth century, most of the drug market was significantly unregulated. Medication remedies containing derivatives of heroin and cocaine were distributed freely without awareness or prescription, thus majority of consumers were unaware of the potent of the drugs (Lal, 2008). In 1886, the Supreme Court ruled against regulation of commerce by state governments, unfortunately leaving the skimpy federal government to enforce existing drug

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Three Elements of Sustainable Design - Research Paper Example In the similar manner, the utilization of recycling and reusing different things can also make the clear reduction in the green house emissions (Connectingthecoast.uwex.edu, n.pag.). On the other hand, the cutting down of forests is also producing endangering the environmental stability of the earth, as forests play an important role in maintaining the oxygen level in the atmosphere and maintaining the biodiversity of the planet. Besides that, forests also help is sustaining the water on the planet. In this paper I will examine the sustainable ideas employed by the ‘Green Print Solutions’ that is working as a paper printing company. The company ‘Green Print Solutions’ is a printing company that prints various kinds of banners and printed advertisements. The size of the prints may vary according to the order. Company is capable of proving all available sizes utilizing green and renewable resources thus impacting the environment as less as possible. The compan y is such designed to use the natural resources that can be grown or made available from the environmental sources. The word ‘design’ is to interpret the process from where the process starts to the end product. For any industry to be considered as the green industry, it must pass the criteria to green design. In green design, the industry mast have to utilize as less energy as possible, it must have the capability to utilize the natural resources and it must have no or less environmental impacts. The utilization of energy can be limited by utilizing the natural solar light for the lightening purposes, other methods may include the utilization of alternative resources like solar, wind, geothermal, biomass, etc for the generation of energy; however, the architecture also matters a lot. The utilization of natural resources, which can be locally available, can reduce the transportation costs and emissions. However, the environmental impacts can be minimized by making a cle ar reduction in the waste, reusing or recycling the wastes and utilizing the materials that are biodegradable. The whole process maintains the health of the environment and thus the health of the humans. The company has no or fewer environmental impacts and all the strategies the company is utilizing are environmentally friendly. The major aim of the company is to run the printing business by utilizing the green resources like the wood required for the printing of the paper come from the sustainably managed forests. Wastes from the industry are managed in such a way that the wastes no longer remain dangerous for the environment. Wastes are recycled for increasing the efficiency of the company not only in the economic sense but also considering the environmental aspects. The end products and nearly all types of the wastes omitted by the industry are biodegradable. The utilization of such the strategies not only reduces the green house emissions and environmental impacts but also give rise to the profits the company generates by selling the prints to various dealers and customers. The three important elements of the sustainable design are the environment, economy and society. Any company that has a sustainable design must maintain the three elements of the sustainable design. Any design that has the environmental sustainability but lacks the environmental sustainability would be not feasible (Exinfm.com, n.pag.). In the similar way, sustainable design

3. Describe the traditional definitions of health and illness of the Essay

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Existential therapy Essay Example for Free

Existential therapy Essay ?â€Å"Your life is the sum result of all the choices you make, both consciously and unconsciously. If you can control the process of choosing, you can take control of all aspects of your life. You can find the freedom that comes from being in charge of yourself (Robert Bennet)† This quote captures the very essence of Existential Therapy. This theoretical orientation deviates from all the other theoretical orientation, due to it overarching theme which focuses on a â€Å"way of thinking† than methods and strategies (citation needed). I believe in living life to the fullest and taking responsibility for my actions and choices. As we all know death is the only experience in life that does not render a choice, which makes it inevitable. For this reason, I make it a point to live life to the fullest at all times. Existential therapy is awesome for realist or people who believe in being responsible for their own destiny. It has three contributing parties; Viktor Frankl, Rollo May and Irvin Yalom. There are also six propositions and many key concepts that will be thoroughly examined and explained throughout this paper. Viktor Frankl was born in Vienna in 1905. He was a prisoner in a Nazi concentration camp from 1942-1945. Frankl started developing Existential therapy long before he was imprisoned, but the experience as a prisoner confirmed his beliefs in Existentialism. Experientially he knew that everything can be taken away from a human except â€Å"the freedom to choose one’s attitude in any given set of circumstances. † Frankl is internationally known as the founder of the third school of Vietnamese psychoanalysis whish existentialism (citation needed). Rollo May was born in 1909 in the United States. His interest in psychology was sparked by his unhappy upbringing as a child. May also struggled with his own existential concerns due to two failed marriages (citation needed). He was noted as the American spokesperson for European existential therapy as it relates to psychotherapy (citation needed). He believed the psychotherapy should help people find meaning and deal with the problem of being rather than solving (citation needed). Irvin Yalom was also a contributor to Existential therapy. He was born in 1931 in Russia but soon migrated to Washington D. C. He brought four major themes to Existential therapy; freedom and responsibility, existential isolation, meaninglessness and death (citation needed). Yalom is a strong believer in the â€Å"here and now. † He also encourages other therapist practicing out of any theoretical orientation to examine the existential issues because they will emerge in any course of therapy. Existential therapy is a philosophical approach to being. It examines the freedoms that humans possess. It encourages making decision and not wasting the limited amount of time we have here on earth. It stresses mortality, freedom, responsibility, anxiety and aloneness (citation needed). This therapy is reflective as a thought process or attitude towards the issues we face in life. It also looks at how we innately influence our own circumstances and accept defeat and surrender control to the things happening in our lives. One of the aims of existential therapy is to challenge people to people to stop deceiving themselves regarding their lack of responsibility for what.

Broken family Essay Example for Free

Broken family Essay INTRODUCTION Today we should all have an idea on how important the computer is. Its being use in almost every field and almost every facilities, that not having computer or not knowing how to use it will put a individual in a great disadvantage specially for those people seeking for a job, computer related or not you will definitely need to learn at least the basic on how to operate a computer because all most every field use a computer nowadays . And as for the students the computer would be one of the most convenient source of information to help them out with their research and homework . Also the computer with the help of the internet is able to share or deliver relevant information to people such as the latest news or articles. it can also be use to share your opinion with almost every one, for some people they are using computer as a way to communicate with their love once away from home via e-mail ,Instant messaging and social media , and also the computer is a good source of entertainment .That is why we decided to determine how accessible a computer is in our community , by conducting a survey to determine who owns and doesn’t own a personal computer and how many people uses a computer shop to gain access to a computer. Objectives: To determine the number of households who owns a Desktop Computer To determine the number of households who owns a Laptop Computer To determine the brand they use To determine the reasons they use a computer /laptop To determine the number of households who owns a Computer System/Laptop and still goes to the Internet Cafà © Statement of the Problem How many household of Justinville, Panapaan VII, Bacoor, Cavite owns a Desktop Computer ? How many households of Justinville, Panapaan VII, Bacoor, Cavite owns a Laptop What are the reason they use a Computer/Laptop How many Households who owns a Computer/Laptop still goes to the internet cafà © ? What are the brands of Computer/Laptop they use Significance of the Study The outcome of the research study will be very beneficial for business entrepreneur who have plans to establish a Internet Cafà ©/Cyber cafe on the area, the research will be able to determine the feasibility of the business they will be able to use the date as a good reference before establishing there business on the area. The residents of Justinville, Panapaan VII, Bacoor, Cavite will also benefit from the research being able to determine the number of computer and access of the community we can present the problem to the local government for a solution that could increase the numbers of way the residence can access a computer . Scope and Limitation The study is to determine who among the household of Justinville, Panapaan VII, Bacoor, Cavite owns a Laptop or Desktop Computer, we are also to determine the reason why they use the computer and if they visit the local internet cafà © to use a computer . Definition of Terms Computer is a general purpose device that can be programmed to carry out a finite set of arithmetic or logical operations. Since a sequence of operations can be readily changed, the computer can solve more than one kind of problem. Conventionally, a computer consists of at least one processing element, typically a central processing unit (CPU) and some form of memory. The processing element carries out arithmetic and logic operations, and a sequencing and control unit that can change the order of operations based on stored information. Peripheral devices allow information to be retrieved from an external source, and the result of operations saved and retrieved. Laptop computer is a personal computer for mobile use. A laptop has most of the same components as a desktop computer, including a display, a keyboard, a pointing device such as a touchpad (also known as a trackpad) and/or a pointing stick, and speakers into a single unit. A laptop is powered by mains electricity via an AC adapter, and can be used away from an outlet using a rechargeable battery. Printing is a process for reproducing text and images, typically with ink on paper using a printing Internet cafà © or cybercafe is a place which provides internet access to  the public, usually for a fee. These businesses usually provide snacks and drinks, hence the cafe in the name. The fee for using a computer is usually charged as a time-based rate. Scanner—is a device that optically scans images, printed text, handwriting, or an object, and converts it to a digital image. Common examples found in offices are variations of the desktop scanner where the document is placed on a glass window for scanning

Study Of Solubility Equilibrium Biology Essay

Study Of Solubility Equilibrium Biology Essay The solubility product constant of potassium hydrogen tartrate in water and it dependence of temperature were investigated in this experiment. The solubility product constant was determined at different temperature through acid-base titration against NaOH. A linear graph was obtained by plotting ln Ksp against 1/T and positive correlation between temperatures and solubility product constant was observed. This study concluded that solubility product constant of potassium hydrogen tartrate is dependent only on temperature. Introduction The aim of this experiment is to investigate the solubility product constant of potassium hydrogen tartrate in water and it dependence on temperature. Solubility is often defined the amount of substance required in obtaining a saturated solution. Therefore, only a small amount of potassium hydrogen tartrate (KHC4H4O6) is needed to produce a saturated solution as it has limited solubility in water. In the saturated solution, the rate of the dissociation of the solid is the same as the rate of the aqueous ions forming the solid compound; the solution is known to be at equilibrium. The equilibrium equation for KHC4H4O6 in the solution can be written as: The constant for the equilibrium equation can be expressed as: Ksp = [K+] [HC4H4O6-]. This constant is also known as the solubility product constant (Ksp) which has a fixed value for a given system at constant temperature. Thus, by finding out the concentration of the ions dissolved, the solubility product constant for KHC4H4O6 can be determined. From the equation above, the dissociation of KHC4H4O6 will produce equal amount of potassium ions (K+) and hydrogen tartrate ions (HC4H4O6-). Thus, by obtaining the concentration of one of the ions, the concentration of the other ion can be derived and the solubility product constant can be calculated. As HC4H4O6- behaves like a weak acid, its concentration can be determined by acid-base titration using NaOH, a strong base as the titrant, with phenolphthalein as the indicator. As NaOH and HC4H4O6- react with each other in 1:1 ratio, the amount of NaOH used in the titration will be equal to the amount of HC4H4O6- present in the solution. While Ksp is fixed at a certain condition, changes in temperature will affect the value of Ksp. According to the vant hoff equation, the value of Ksp is related to the change in Gibbs free energy and can be expressed as: From the equation, the solubility product constant depends on three variables which are the change in enthalpy, the change in entropy and the temperature. The change in entropy and enthalpy with respect to temperature were stated to be insignificant due to the similar heat capacities of the product and reactants. This suggests a linear trend between the remaining variable and Ksp [1]. Therefore, a graph of natural logarithm of Ksp versus the reciprocal of temperature can be plot which the gradient of the graph can be used to calculate the enthalpy change and the y-intercept for the entropy change. Thus, the relationship between Ksp and temperature can be observed. Experimental Procedure Dried KHC8H4O4 (0.5002 g) was prepared in a 250 mL conical flask with the help of an analytical balance. Deionized water (25.0 mL) was added into the flask and a standard solution of KHC8H4O4 was obtained. The prepared solution was then titrated against an unknown concentration of NaOH to the endpoint, with phenolphthalein as the indicator. The volume of NaOH used was recorded. The entire procedure was then repeated with different masses KHC8H4O4 (0.5039 g, 0.5033 g). The concentration of the NaOH was calculated from the volume of NaOH used and tabulated in Table 1. A saturated KHC4H4O6 solution was prepared by adding one gram of KHC8H4O4 into a 250 mL conical flask, containing 100.0 mL of deionized water. The flask was swirled for five minutes and put to rest with occasional swirling for another five minutes at room temperature. At the end of ten minutes, the solution was then filtered and the supernatant was collected in a dry 250 mL conical flask. Concurrently, the temperature of the solution in the filter funnel was recorded. Two portions of 25.0 mL of the filtered solution were then pipetted into two separate 250 mL conical flasks. The two solutions were titrated against the 0.7070M NaOH solution to the endpoint, with phenolphthalein as the indicator. The volume of the NaOH used was recorded. The procedure was then repeated for different temperatures. For temperature above room temperature, a hot water bath was prepared in a one litre beaker on a hotplate stirrer. The saturated KHC4H4O6 solution was prepared in the same way but was placed in a hot water bath with constant stirring, using a stir bar. The solution was put aside with occasional monitoring until a constant temperature was observed. Next, the solution was decanted in small amount into a dry conical flask. The temperature of the solution in the filter funnel was recorded concurrently. Three portions of 25.0 mL of the filtered solution were then pipetted into three separate 250 mL conical flasks. For temperature below room temperature, an ice-water bath was prepared in a one litre beaker. The solution was also prepared in the same way as the previous procedure and was placed into the ice-water bath. The solution was cooled until the solution stabilized at a certain temperature. The solution was then filtered and the temperature of the solution in the filter funnel was recorded. Three portions of 25.0 mL of the filtered solution were then pipetted into three separate 250 mL conical flasks similar to the above room temperature setup. The six solutions were then placed aside for it to return to room temperature and then titrated against the standardized NaOH. The solutions were titrated the same way as the titration done at room temperature. The volume of NaOH used was recorded for the different solutions were recorded. The average volume of NaOH used for the same temperature was then calculated and tabulated in Table 2. Data Treatment and Analysis The calculations of [HC4H4O6-], [K+] and Ksp at 302.15K: [NaOH] = 7.070 x 10-2 mol L-1 Amount of NaOH used = (7.070 x 10-2 mol L-1) (1.2825 x 10-2 L) = 9.067 x 10-4 mol Amount of HC4H4O6- = Amount of NaOH used = 9.067 x 10-4 mol [HC4H4O6-] = [K+] = 9.067 x 10-4 / (0.0250 L) = 3.63 x 10-2 mol L-1 Ksp = [K+] [HC4H4O6-] = (3.63 x 10-2 mol L-1)2 = 1.32 x 10-3 The calculated value of [K+], [HC4H4O6-] and Ksp were tabulated into the table below: Table 2: Determination of Ksp of KHC4H4O6 at different temperature Temperature / K Average Vol. of NaOH used / L Amount of NaOH used / mol [HC4H4O6-] / mol L-1 [K+] / mol L-1 Kspof KHC4H4O6 285.15 7.4750 x 10-3 5.327 x 10-4 2.13 x 10-2 2.13 x 10-2 4.54 x 10-4 294.15 1.0075 x 10-2 7.180 x 10-4 2.87 x 10-2 2.87 x 10-2 8.25 x 10-4 302.15 1.2825 x 10-2 9.067 x 10-4 3.63 x 10-2 3.63 x 10-2 1.32 x 10-3 309.15 1.6375 x 10-2 1.158 x 10-3 4.63 x 10-2 4.63 x 10-2 2.14 x 10-3 320.15 2.2375 x 10-2 1.582 x 10-3 6.33 x 10-2 6.33 x 10-2 4.00 x 10-3 Based on the temperature and Ksp value obtained in Table 1, values of 1/T and ln Ksp were calculated and tabulated in Table 3. A graph was plotted based on the values: Figure 1: Graph of Ksp versus 1/T From Figure 1, the gradient and y-intercept was obtained as shown in Table 4. The enthalpy change and entropy change was calculated based on the vant hoff equation: Gradient = (/ R) = -5692.06 Standard deviation of gradient: Â ± 99.87 = (-5692.06 x 8.314) Â ± (99.87 x 8.314) = (47.32 Â ± 0.83) kJ K-1 mol-1 Y-intercept = (/ R) = 12.25 Â ± 0.33 Standard deviation of Y-intercept = Â ± 0.33 = (12.25 x 8.314) Â ± (0.33 x 8.314) = (101.85 Â ± 2.74) J K-1 mol-1 The standard error of regression was found to be 0.0295. (Number of measurements = 6, Degree of Freedom = 4) Results and Discussion From the data obtained, the calculated values of and were (47.3 Â ± 0.83) kJ K-1 mol-1 and (101.85 Â ± 2.74) J K-1 mol-1 respectively. Ksp of KHC4H4O6 was found to be 1.32 x 10-3 at 302.15K. It was observed that a linear graph was obtained upon plotting ln Ksp against the reciprocal of T. The increase in temperature was also found to correlate with the increase of Ksp values. The literature Ksp value for KHC4H4O6 is 3.8 x 10-4 at 291.15K. [2] The approximated Ksp value that corresponds to 291.15k based on experimental data was calculated to be 6.755 x 10-4 as shown in the Appendices. Linear Relationship between T and Ksp Based on figure 1, a linear model was observed between the reciprocal of T and the natural logarithm of Ksp. This was supported by the R-square value of 0.99 which greatly suggests a linear trend from the experimental data plotted. The standard error of regression obtained from the experiment was found to be 0.0295, which indicates a good fit among the experimental values obtained, corresponding to a good precision of the experimental data. Thus from the linear trend, the claim of insignificant changes of enthalpy and entropy due to temperature changes was valid. Therefore, the assumption that the value of Ksp is dependent only on temperature at which the dissolution occurs can be established. Comparison of Literature values The estimated Ksp value based on experimental data was 6.755 x 10-4 at 291.15K and was found to be 43.75% higher than the literature value (3.8 x 10-4) [2]. The difference could be accounted to the limitation of this experiment. As the experiment was carried out in different temperature, one of the limitations was due to the apparatus used. The volumetric glass pipette used was calibrated at 20 , thus at other temperature, expansion or contraction might occur leading to the inaccurate volume transferred for titration after the filtering process. Another source of error was noted to be the temperature fluctuation during the filtering process. Although the solution were decant in small portions to minimize errors, rapid increase of the temperature for the cold temperature reading was observed. This corresponds to the increase in the ions concentration dissolved in the solution, thus resulting in a higher value of Ksp. Despite the percentage difference of 43.75%, the difference between both values was actually small due to the fact that the Ksp of KHC4H4O6 is a very small value. When the uncertainty of the enthalpy change and entropy change was taken into account, the experimental Ksp value was assumed to be between 3.446 x 10-4 and 1.324 x 10-3(Refer to Appendices). The literature value was noted to be within this range, thus the experimental data do agree with the theoretical value of KHC4H4O6. Change of Enthalpy and Entropy The change of enthalpy from the reaction was found to be (47.3 Â ± 0.83) kJ K-1 mol-1. The positive enthalpy change means that the dissolution of KHC4H4O6 was an endothermic process where heat was absorbed during the process. This was expected as the dissolution breaks up the stronger ionic bonds within KHC4H4O6 and weaker bonds between the water molecules and the ions was formed. These resulted in a positive net change for enthalpy for the reaction, which is consistent with the positive enthalpy change derived from the experimental data. The change of entropy was found to be (101.85 Â ± 2.74) J K-1 mol-1. As entropy was often defined as a measure of disorder, the positive entropy can be explained with the increased disorder brought about when the when KHC4H4O6 dissolved into ions. As the value of enthalpy change was much larger than the entropy change, in order to get a larger value of ln K based on the vant hoff equation, higher temperature was required. This coincide with high temperature favors endothermic process such as dissolution of KHC4H4O6, thus it can be concluded that temperature have a positive correlation with Ksp. Conclusion Ksp have a linear relationship with temperature for KHC4H4O6. The temperature dependent of enthalpy change and entropy change was found to be insignificant for the dissolution of KHC4H4O6. As dissolution is an endothermic process, temperature has a positive correlation with Ksp, thus higher temperature allow more KHC4H4O6 to dissolve. This concluded that solubility product constant of potassium hydrogen tartrate is dependent only on temperature.

The Joy Luck Club - Playing the Game :: Free Essay Writer

The Joy Luck Club - Playing the Game A vivid portrait of the struggles, as well as the joys, of three generations of Asian American families is painted for us on the off white canvas used by Amy Tan in 1989, the pages of her book, The Joy Luck Club. In this portrayal of Chinese immigrants and their American born children, four family stories are brought to light, through a series of vignettes told from the view points of eight women, as they change and grow in their lives. Lives that become the pigment that, along with Tan’s taintless brush strokes become a painting fit for a museum. As the stories are unveiled to us, we begin to find the connection between mothers and daughters, as well as ties between friends. These connections, however, often turn out to be lacks of connections, as the generations find themselves having a hard time relating to one another. One family in which misconceptions occur throughout the entirety of the daughter’s life is the Jong family, whose story leads us through generations of women, who, by living their out their lives, look at things instead as simply, playing the game. The mother of the Jong family, Lindo, is a member of the Joy Luck Club, and an American immigrant who, throughout her life, as always tried to keep a balance between her Chinese self, and her new American self. Lindo fears that she may have given her daughter, Waverly, too many American opportunities, and therefore denied her of her Chinese heritage. With the Americanization of her daughter, she feels she may have closed the doors on part of her own self as well, and become herself, too American. Before Lindo came to America, she learned at an early age the power of invisible strength, of hiding ones thoughts until the time is right to reveal them. She discovers these values while in an unhappy relationship to a man she was betrothed to at an early age. â€Å" I wiped my eyes and looked in he mirror. I was surprised at what I saw. I had on a beautiful red dress, but what I saw was even more valuable. I was strong. I was pure. I had genuine thoughts inside that no one could see, that no one could ever take away from me. I was like the wind. I threw back my head and smiled proudly to myself, and then I draped the large embroidered red scarf over my face and covered these thoughts up.