Opportunity and Threat of Cadbury

Opportunity First of all , Cadbury should increase in market potential of developing counties. Especially expand into the emerging markets of Nigeria ,China and Russia, based on their growing populations, increasing consumer wealth and increasing demand for confectionery products. So that It would be a potential market for Cadbury. Moreover , based on their strong brand name , Cadbury can try doing different types of businesses like innovatively doing Co-Brand Marketing with other brand industries . Ingredient branding in food industries for example published chocolate milk ,ice cream even chocolate tofu pudding. Also doing complementary branding like published T-shirt and accessories . Besides the market , Cadbury should responds to change in consumer tastes and preferences because consumers are more concern health nowadays , low-fat, organic and natural confectionery demand appears much stronger . So that a healthier snacks with lower calories need to be developed. For example Cadbury should launch some links which led to sugar-free & center filled chewing gum varieties and Cadbury premium indulgence treat. Last but not least , Cadbury can put more effort on reducing costs even increasing efficiency . For instance , Moving production to low cost countries, where raw materials and lab our is cheaper besides India . Because Cadbury ‘s production lines are mostly located in high cost countries like Australia and US . And also reducing internal costs like doing global sourcing , procurement , efficient supply chain and wise investment . Threat First of all , Cadbury will face the intense competition against other branded suppliers even global competitors . According to above statistic , Mars-Wrigley and Nestle are the main competitors especially Mars-Wrigley the strongest market sharing in total confectionery . When they set an aggressive price and promotion activity , it ‘s possible to occur price wars in the market which will induce a main threat for Cadbury. Especially affecting their marketing sharing and profits . For example there would be seasonal sales slumps all year round which will reflect to an increase in cost of raw material needs . Second one is â€Å"Copycat† problem. Especially when Cadbury expand into developing countries like China, based on their unhealthy legal system , it ‘s easy to appear â€Å" Copycat† problem which will totally affect their profits , market sharing and their unique images . For example Tempo Tissues is the mainâ€Å" Copycat† problem sufferer when entering in China market . Many fakes products have approached in the market. Last but not least , due to its confectionary products , It ‘s important for them to be aware of upcoming threats . For example taking notes of the changes in the consumers ‘ buying trends . For example low-fat, organic and natural confectionery demand appears much stronger . So that they should shift from chocolates to healthy snacks , otherwise there may be tarnish the Cadbury ‘s brand name and totally affect their income .

Prada Case Essay

From the financial point of view, the Italian luxury brand- Prada, which was known for its design innovation, can’t claim itself successful. Although it has the ability to keep its revenue over 1.5 billion euros for three consecutive years, it also contains more than 1 billion euros of debt maturing within 12 months sitting on its balance sheet. One of the best solutions for Prada to solve this problem is to raise capital in the stock market, which we could refer as IPO. Given the current market conditions, listing in Hong Kong might appears to be the best choice after all. But, before we go further in details about the pros and cons about listing in Hong Kong, we should first discuss the reasons why we choose IPO over Debt and Strategic partnership. Compare to issuing debt, an IPO will not add any more burden to the company’s balance sheet, which for Prada, was already showed a sign of insolvency and over leveraged. Another issue is that no firms in this industry have ever raised money in US bond market. Although â€Å"dim sum bond† – a Chinese Yuan denominated bonds issued in Hong Kong could be the best alternative to this situation, however, the short life and the exchange risk it involved are its most disadvantages. How about sale some portion of the firm to the private equity firms to raise capital? For this deal, it seems that they will not only offer a sizeable premium to the family, but also to offer some important positions on the board too. But, compare to IPO, it will not increase Prada’s publicity through this method. And also, an IPO in Hong Kong will give the company more opportunity to expand their Asia market, especially in China and Japan. Choosing a Strategic Partnership would be just like giving that huge potential profit away. So, the next question is how do we actually apply the IPO strategy?

Answers of qustion the Business process management (BPM) Essay - 1

Answers of qustion the Business process management (BPM) - Essay Example Business Process Management tries to continuously improve business processes through decreasing costs and increasing revenues, thereby creating a competitive advantage over rival competitors (Rainer & Cegielski, 2011). In contrast, Capability Maturity Models refer to process improvement approaches aimed at helping an organization’s software development process. Capability Maturity Models were developed and promoted by the Software Engineering Institute (SEI), which is a research and development center that is sponsored by the U.S. Department of Defense (â€Å"What is Capability Maturity Model†). A Capability Maturity Model is used to present guidelines on process improvement during a project’s lifetime or with an entire organization. In both organizational development and software engineering, Capability Maturity Models serve as process improvement approaches. Through this, organizations get to assess essential elements, resulting in effective process improvement . Business Process Management governance and Capability Maturity Models allow product developers to achieve great levels of maturity in the software development process. Harmon (2007) points out that there are a number of factors that determine the maturity process of a software product in an enterprise.

Strategy for BPM Distribution Company Essay Example | Topics and Well Written Essays - 1500 words

Strategy for BPM Distribution Company - Essay Example Before getting further deep, the report will begin with a brief overview of the music distribution industry. Music distribution Industry: Overview Music distribution industry is a part of Media and Content Industries (MCI), which takes into account music publishing, video and motion picture production, broadcasting and distribution, and several other information services. The companies belonging to this industry mainly remains involved in producing musical recordings, generating in-broadcast revenues, music distribution and licensing rights for using music. Germany is ranked at the third position in terms of music sales. Globally, US top the charts with a staggering turnover of $15 billion per annum. Moreover, the industry is also forecasted to grow at a rapid pace. However, the biggest threat of this industry is illegal downloads and pirated cassettes. With the development of information and technology, companies around the world are redesigning their distribution pattern and focusing more on digital distribution. Some of the major companies of this industry are Sony Music Entertainment, Universal Music Group, Warner Music Gro up, German firm Edel etc (IFPI, 2013). The industry is also characterized by the presence of numerous small music distribution firms. Recommended Business Strategy Business strategies are generally classified into three broad categories namely differentiation strategy, focus started and cost leadership strategy. The existing strategy of BPM is focus strategy. The company mainly focuses on a specialized segment of market. Its main customer group is local independent shops. The company has been extremely successful with this strategy, but due to technological advancement and increasing popularity of web based music shops and online download the local independent shops are losing their market share. As a result of this, the demand for vinyl and CD’s are reducing day by day and BPS is finding difficulties to maintain the desired sales volume. In order to deal with this situation, the company is recommended with the following strategies: - The company is recommended to consider the use of digital distribution in order to get success in the market. In order to pursue this strategy, the company should try to acquire digital distribution rights from the music production companies. This will allow the company to target those customers, who prefers to download music rather than buying CDs or DVDs. It is also recommended to the company that they should not focus on a particular group of customer, but the focus should be on mass customers. The company only sell their products to the retailers, but they can also consider selling products directly to the end consumers. This strategy will allow the company to earn more profits. The company is recommended to adopt differentiation strategy, rather than pursuing focus strategy. Although, the company does not have any scope of offering differentiated products and services to the customers, the only way by which they can differentiate their product line is through stocking different music genre. There is a long list

LESSONS FROM THE CRISES IN COTE D'IVOIRE Essay Example | Topics and Well Written Essays - 500 words

LESSONS FROM THE CRISES IN COTE D'IVOIRE - Essay Example the investment policies of foreign countries the Industrial sector shows high growth rate .Other fast growing sectors are automotives, food and beverages, infrastructure, oil and gas, medical, telecommunications and IT. But now the country is facing the problem of underdevelopment and financial crisis. In 1979, Ivory Coast rated one of the highest rates of economic growth among the developing countries and it was considered as an economic hotspot with limited state intervention in economy. To identify the cause of the crisis in Ivory Coast, one must go back to the socio-political settings. Arthur B. Dennis observes that, â€Å"The crisis in Ivory Coast is a drama of political leaders playing the xenophobia card to divide the tribes and rule.† (Dennis 2007). The greed of the political leaders resulted in the civil war and to the division of the country into two. In 1843, Ivory Coast became a French settlement and its history is closely related to colonization. Ivory Coast became a Republic in 1958 and in 1960 the leader of the Democratic Party of Ivory Coast (PDCI), Felix Huaphonet Boigny became the President. Here begins the era of single party system in Ivory Coast and this party ruled till 1993. Moreover, the authoritarian rule under Felix Huaphonet Boigny resulted in large scale protest from the side of the people. Foreign interest and economic dependency of the rulers, political greed of leaders and the rebellious groups also act as the main factors of the crisis. A. Ekissi points out the severe ness of the civil war, â€Å"Beginning on Thursday November 4, 2004, the war resumed with aerial bombardments carried out by the loyalist army on the rebel-controlled zones† (Ekissi 2004) which describes the involvement of foreign forces in the affairs of the country. The key issue of the conflict is the question of national identity among the foreigners who had settled in Ivory Coast. The policies of the government resulted in economic depression and other problems

A Critical Assessment of Employee Engagement Essay

A Critical Assessment of Employee Engagement - Essay Example Employee engagement does not entail an initiative of the human resource, but a strategy that mainly targets an improvement of employee performance. Lack of interaction within most organizations makes it difficult to drive engagement.   The choice to improve worker engagement depends on the entire staff within an organization exerting effort to improve productivity. Most organizations fail in this venture because of lacking a business strategy (Guthrie, 2001). Scores of organizations lack the ability to identify engaged employees and maintain these workers in their organization for a longer period. Engaging employees without any concrete business result indicates that the employees feel unaccountable in terms of measuring their performance.   Further, organizations fail in terms of aligning organizational goals with aspirations of employees.   Lack of effective communication, lead to a disintegrated workforce that falls short of practical goals.   Without proper channels of co mmunication, employees are denied information essential in terms of understanding organizational goals and priorities (Kanungo, 1982). Organizations fail in terms of facilitating managerial and leadership improvement required in enhancing employee performance. Organizations tend to pursue employee engagement in means that seem infective in many aspects. Employers often look at the effort of initiating worker engagement as strenuous and does not impact on the businesses bottom-line instantly. Organizations tend to experience flaws while implementing strategies.... Organizations tend to pursue employee engagement in means that seem infective in many aspects. Employers often look at the effort of initiating worker engagement as strenuous and does not impact on the businesses bottom-line instantly. Organizations tend to experience flaws while implementing strategies for employee involvement (Craig & Silverstone, 2010). Organizations may view employee involvement as ancillary compared to the actual operations. For employee engagement strategy to work, organizations need to view their strategies meant to engage workers as, part of the whole organization’s business strategy. The engagement should focus on targets such as measurable business outcomes in relation to employee effort. What the management of most organizations fail to initiate, involves assessing employee efforts and accountability. The management further fails because they do not provide communication channel vital for aligning every worker’s actions in relation to the org anization’s overall goals (Maurer, 2001). On another note, organizations fail to engage employees due to a lack of a mechanism geared at integrating workers and structures within the organization. The management may lack an understanding of the tools necessary to facilitate leadership behaviour. Organizations rely on structures that do not accommodate changes related to employee engagement. They lack strategies necessary to define responsibilities vital in effecting change process (Tartell, 2012). This involves neglecting employees as important part of the business’s overall goal. Employee engagement works effectively in an environment that accommodates behavioural change. The ability to engage

Examine the responses of single women that dont participate in active Assignment

Examine the responses of single women that dont participate in active physical recreation with single men that dont participate in active physical recreation - Assignment Example He also adds that people with high school education are also inactive. However, in some countries there are barriers like lack of safe places to walk and cycle that prevent them from exercising or take part in physical recreation. Individuals also face other barriers to recreation. For example, organizational barriers like lack of financial resources, supportive policies and facilities. There are also cultural barriers where minorities feel unwelcome and uncomfortable in recreation facilities. Additionally, communication is another barrier where low-income families do not have information about recreation services and resources, and gender barriers where, men are favored than women, when it comes to offering recreation facilities. Men get a lot of attention when it comes to sports recreation and therefore, women tend to withdraw themselves from such activities. To add to this, women and men do not exercise because of general barriers like, the recreation department lacking creativity of involving men and women in involving themselves in physical activities. Women or men from poverty would also feel uncomfortable exercising with wealthy individuals. Some staff can also be unwelcoming and insensitive to sexual stereotypes like lesbians and gays and therefore, they feel discouraged from participating in physical activities. This analysis will answer why single men and women do not actively participate in physical exercises, from the research method used to conduct the study (Hamblin, 2005). The research method used to conduct the study was a questionnaire, in the form of an interview. Both single men and women were asked why they do not participate in physical recreation activities and their responses were different. The questionnaire was just a closed question where that was easy to answer as well as to code. The responses were only presented as No/yes choice with small explanation required about why the

DRUGS AND ADDICTION ASSIGNMENT Essay Example | Topics and Well Written Essays - 750 words

DRUGS AND ADDICTION ASSIGNMENT - Essay Example Manifestly, the quality of the social setting influences a person’s varieties. Thus, it accentuates the prominence of social factors for enhancing behaviors and addictions. The work provides explanation people’s perceptions and main motives that facilitate abuse of specific drugs based on sociological theories. Specific areas of interests include the symbolic interactionism, structural functional and conflict forces (Brent & Lewis 2013). Besides, genetic dynamics influence individuals worth and societys reactions. Structural functionalism Interprets society as a complex system whose components work together to stimulate stability and solidarity. Thus, positive or negative individuals’ appeals are products of order ultimate provisions or the absence respectively. Consequently, drug abuse is a reaction to the weak or deteriorating standards in the American society. Significant modernization presents complex structures and prompt social variations. In turn, shared morals and norms become indefinite and indistinguishable. To a wider context, the situation causes social instability, which is responsible for inconsistencies, and social strains that increase drug abuse. Likewise, contradiction between the American Government agencies, health care providers, and advertisers promotes drug use among citizens. For instance, the health care warn about dangers associated with the drugs, promoters venerate the use of drugs and the government subsidizes prices of other substances like tobacco and alcohol industries. Whether it is controlled substance or legal products, the drugs still exist for human consumption. In addition, culture fosters drug use for example toasting champagne with groom and bride. Conclusively, substance abuse results from lack of a strong links between the society and individuals. Social challenges also arise from individual’s interaction with peers. The symbolic interactionist

Individual Strategic Business Planning portfolio Essay

Individual Strategic Business Planning portfolio - Essay Example By virtue of the sophisticated technology JetFan Ltd expects to capitalize on the demand for sophistication by the consumers. The amount of money required for the business initiative has been stated as $2.5 million worth equity capital. Moreover by way of ‘intellectual property’ rights the company will be able to avoid any duplication of the impeller technology in the market besides giving it a good brand name. So the Executive Summary portion of the business plan clearly highlights all the aspects relating to fund requirement, project worthiness etc. Overall it can be said that the portion covers all the relevant questions making it an ‘excellent’ one. Business Description The business plan has been stated as ‘commercialization’ of impeller technology in worldwide market by entering into alliances with the leaders in the fan manufacturing market. The product offered by the business has been stated clearly in section â€Å"Creating the JetFan R evolution† where it has been stated that the business plans to offer small-sized, quieter and convenient fans to the consumers. This is an expansionary business opportunity. The reasons for the success of the plan has been outlined in the section â€Å"Why use JetFan and why now†. Here the benefits of adapting to the new technology have been stated as stall-free, miniaturization, less power consumption, reduced noise etc. The pressure differential advantages of JetFan over the conventional axial flow have been presented by way of a chart. The growth forecast for the JetFan market has been anticipated to be 15 percent every year. The section â€Å"Creating the JetFan Revolution† highlights the unique features of the JetFan’s unique impeller design. It has been mentioned how the JetFan scores over traditional plans in terms of higher airflow, improved efficiency, long battery life etc. Besides it has been stated how the JetFan reduces the inventory and tooli ng costs for the manufacturers. So overall in the business plan the details relating to nature of the business, products offered, its unique benefits, future growth prospects, salient product features and the unique business characteristics have been clearly outlined. So overall a good description of the business has been given. Marketing The market size has been conservatively estimated at 350 million small fans. This has been expected to grow by 15% annually. The market trend has also been anticipated to be strong owing to the fast replacement of the desktop computers with portable computers. The business plans to sell its impellers to the manufacturers in various industries. This implies that the business will not supply to the customers directly rather it will function as an intermediary as the plan clearly states that the sale of the impellers will be mainly to the manufacturers. The plan states that the business faces direct competitions from the manufacturers of specialist fa ns like Papst, NMB and Sunon. In the event JetFan decides to manufacture complete units of fans then it is expected to face significant direct competition. These fan manufacturers occupy a sizable portion of the market. However, it has also been stated that if the company sticks to the production of fan impellers instead

Career In Business Essay Example | Topics and Well Written Essays - 3500 words

Career In Business - Essay Example This report presents an analysis of the learning gained from my work placement as a result of three weeks real life work experience with an organisation. Hence, the report evaluates my performance during the work placement and the attainment of predetermined learning outcomes from the work placement. In the second year of my studies, I got the opportunity to intern with one of the fastest growing organisations in my home country. As an international student, I found this opportunity of high value and preferable as I had a vision of furthering my career as an accountant back in my country, China. I believed that taking the internship in my country would provide me the experience I needed of working in a Chinese work environment, and would further help me network around in my workplace, which would be helpful in my career after graduation. My work placement took place at Shen Zhen Underground construction Company Ltd. The construction industry is one of the highly booming industries in China (China Infrastructure Report, 2012), with Shen Zhen being one of the high growth companies in the country. Getting a chance to work in an industry that has been changing the landscape of the country was quite an honour for me and I wanted to be a part of the growth process. I worked within the accounting and finance department of the organisation, where the primary responsibilities included maintaining the petty cash and performing other tasks as directed by my supervisor. I did the work placement for three weeks this summer, and this report details the actual activities done during the time period of my placement. The remainder of the report is divided into seven sections. The first part will give a background and overview to work place organisation, Shen Zhen Underground construction Company Ltd. This is so as to understand the c ontext within which the internship was completed. The send section will identifying the intended learning outcomes from the work placement that I expected and thought I would gain from taking an internship with the company. The third section then details the work placement area and work activities as well as tasks completed. The fourth section analyses the health and safety policies as well as procedures within the organisation to understand how safe it was to work in the organisation. The sixth section will be the performance review of the work placement taking into perspective my own perception of performance as well as actual achievements in the work placement. Finally, the report will conclude to sum up the report as a whole. Overview of placement organization As noted above, my work placement took place at Shen Zhen Undergr

Peaceful and Happy Personality, Positive Lifestyle Essay Example for Free

Peaceful and Happy Personality, Positive Lifestyle Essay They promote the utmost understanding of the present rather than dealing with the past. Since they give importance to the dealings of their spontaneous actions, they let go of their subconscious dealing with the environment. In having this kind of belief, Zen Buddhists kind of meditation promotes focusing on the inner strength of the present to give them a more valuable interpretation of their own experiences. It emphasizes dharma practices for them to awaken their spiritual factor thriving in them. To attain further discovery of their self, they must submit themselves in the understanding of their present state of being. Zen Buddhism discourages the strong association of their life to written texts and oral tradition of answering metaphysical matter. They promote this kind of belief for them to be able to address the limitations of their actions and for them to attest their discipline and hold to their own teachings. Many had been practicing this kind of religion because of its simplicity but complex understanding of the complex flow of their life. Since they do not hold many teachings on the philosophical written documents, many said that this kind of practice is against the law of words and against the theoretical framework of many religions existing today. This kind of belief of Zen Buddhism lead to their diverse understanding of their situation thus giving them a perspective of life and its attached meaning to their personal events and perspective to the kind of perception that they have. Taking the beliefs of Zen Buddhism, it is important to see it as an â€Å"influence† to the environment, positively or negatively, in which a person belongs. Therefore, through the collective efforts of the Buddhists, as they have made an impression to the people, they have gained this special discipline that allows them to live in a simple way without to many needs and frustrations in life. It advocates the pursuit a non-greed life in human pursuits in a non-violent way. (De Silva, 1992) They like being quiet and avoid noises for it distracts the meditation of the soul. So, this values practice helps them to reach their goal of a peaceful and a suffering-less life. Since they give importance to their peaceful way of life, they believed that through this, they can have a good personality especially in interacting with other members of the society. Although some of them chose to stay far away from people to avoid distractions, many of them still wants to influence other people by showing them how to be a real Zen Buddhist. And because of this, they become happier in dealing with their everyday experience. By looking at them in the society, they tend to have more stable emotional attachments because of the training that they have in their religion. If we will merge the idea of Zen Buddhism and their teachings, we can notice their emotion in their dealings with everyday’s scenario. Since they have the meditation and focus on the present situation of their life, in effect, they developed system of interaction that promotes same way of living with the teachings of their religion. In this way, Zen Buddhist keeps their focus on conscious thinking with regards to their experiences. In addition to that, Zen Buddhists have different meanings on their personal choices and perception to any problem that they may encounter. At this point, Zen Buddhists attained a certain level of acceptance and happiness to deal with their life and to give positive meanings to their endeavors and suffering. This attitude in life constitutes not only our perception but also our actions in dealing with other people and into different situation. Through their teaching of not only what is good and bad but on how to live your life to be able to be good, we can see the varying result. Buddhists are calmer and quieter in dealing even with the most pressure driven situation in life. They do not resort to any kind of violence in solving conflicts that arisen, but rather chose to a peaceful negotiation and trust to the capabilities of a human soul. This is one of their practices in relation to karma, or the fruit of their actions. Believing that if they do good, something good will happen to them.

Strategies for Developing Inclusion in Education

Strategies for Developing Inclusion in Education The question of inclusive education whereby mainstreaming, is both complex and contentious. There are many informed opinions and solutions from researchers, politicians and teachers surrounding debates on inclusion. What is apparent is that there is no overarching strategy that will provide all the answers; inclusion is individual, multifarious and wide ranging. It is shaped by social, political, legislative and contextual factors. This paper will first reflect on the concept of inclusion in education and then discuss the implications for teachers and schools. The following issues will be considered; legislation, rights, ethos, behaviour management and resources. THE CONCEPT OF INCLUSION Inclusion in education is recognised as one of the five National Priorities for Education in Scotland by the Standards in Scotlands Schools ect. Act 2000. It was this legislative framework, which set the legal context for inclusion, at least in principle, to what is referred to as the presumption of mainstreaming (Scottish Government, 2003, p.2). The framework focuses predominately on pupils with disabilities and special educational needs; however, inclusion in education takes a much wider context. By definition, inclusion does not primarily focus upon a group of individuals with additional support needs (ASN), but extends beyond this to include all pupils regardless of gender, race, religion, mental and physical ability and social class (Booth and Ainscow, 1998). Similarly, Wilson (2000, p.229) states that in the absence of any rhetoric or ideology, limiting the definition of an inclusive school to one that rejects or excludes no pupils in a particular catchment area on grounds of a bility or disablement or colour or religion or anything else would be restrictive and naive. On both accounts, the concept of inclusion is not constrained to a group of young people with ASN but affects all pupils. It is therefore apparent that inclusion is not about the integration or accommodation of pupils into mainstream education. Nor is it centrally concerned with the inclusion of pupils with ASN. Inclusion is more than this; inclusion seeks to address the individual needs of each pupil to enable all learners to achieve their fullest potential and experience a positive education (HMIE, 2008; Slee, 2001, p.116). ETHOS CULTURE Arguably, inclusionists state that the inclusive school must have a certain ethos and a certain set of ideals, from which certain practices naturally follow (Wilson, 2000, p.229). This broader philosophy of education is addressed by schools, within statements of vision to promote schools as inclusive institutions (HMIE, 2002, p.3). In this statement, an inclusive school is about the strategic action of creating an ethos and set of values based on equity, entitlement, school community, participation, integration and respect for diversity. Table 1 outlines this inclusive approach to education (HMIE, 2002, p.4). Table 1. An inclusive approach to education involves: Creating an ethos of achievement for all pupils within a climate of high expectation; Valuing a broad range of talents, abilities and achievements; Promoting success and self-esteem by taking action to remove barriers to learning; Countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school; and Actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society. Although the statements of vision are a credible approach to inclusive education, it is notably palpable statements of aspiration. It is a cultural ethos rather than a strategic approach to inclusion and does not tangibly seek to address how this is achieved in schools. The statements express elements that are mistaken and limited. Such as: (1) There is no mention of teaching practice or teaching strategies. Without doubt, this is a fundamental part of an inclusive school. (2) Barriers to learning are inevitable; parts of the curriculum are not accessible to those without the ability or skill set to access them (being part of the school orchestra requires musical ability). (3) Promoting an ethos of educational success and high expectations may enable some lower achieving pupils to feel excluded and worthless from the education system (Barber, 1996; Hamill 2008; Mackenzie 2008 and Wilson, 2000). With the presence of a summative examination system, how can lower ability pupils feel suc cessful and credible? Is this approach to education encouraging some pupils to feel excluded from school and the education system? To value our self-worth and success based on a criterion of academic achievement does not support an inclusive school. Most pupils will not achieve top grades and will never score very highly on any scale. Barber (1996) suggests that underachievement is routed as a cause of disaffection and exclusion from school, which has been heightened by a climate of high expectations in schools, fuelled by league tables and social pressure. Barber (1996) proposes that underachievement leads to a vicious circle of disaffection and exclusion, which enables pupils to feel marginalised and detached from the education system. In a climate of high expectations and educational success how can lower ability pupils feel included? To overcome this challenge, it is important that institutions educate pupils to value themselves rather than their public merits (Wilson, 2000). Teachers and schools will be faced with the challenge of instilling an ethos of high self-esteem and self-confidence in pupils to discourage disaffection and exclusion. This will go beyond subject knowledge; it will develop personal skills and attributes which will provide young people with life-long skills. This philosophy has been embedded in the Curriculum for Excellence four capacities; to develop young people that are successful learners, confident individuals, responsible citizens and effective contributors (CfE) (LTS, n.d., and Scottish Government 2010a; 2010b). The Scottish Government proposes that educating young people based on these principles will develop a stronger society for all. This new development will affect the teaching profession as a whole; as teachers develop new skills and teaching strategies to enforce the CfE four c apacities. The onset of the new CfE will exert another challenge for teachers. LEGISLATION RIGHTS Rustemier (2002) claims that although the term inclusion is widely used and signifies a genuine desire to better the experience of all learners, the definition is still misinterpreted or misled, which has resulted in the existence of segregated schooling for some individuals. Inclusion has come to mean almost everything but the elimination of exclusion claims Rustemier (2002) (CSIE, n.d.). This argument is represented in the Standards in Scotlands Schools ect. Act; set-up to support inclusion in education. Even though inclusion in education has a legal standing in the Standards in Scotlands Schools ect. Act; in exceptional circumstances the legal framework still enables the exclusion of certain individuals from mainstream schools, if the following criteria apply: The mainstream school would not be suited to the ability or aptitude of the child; Where there would be a negative effect on the child; If the placement would result in unreasonable public expenditure being incurred which would not ordinarily be incurred If it still possible by law to exclude certain individuals from mainstream schools, then the concept of inclusion in education is fallacious and therefore, does not support inclusion of all pupils. Based on this argument, Rustemier (2002) confirms that the underlying issue in the development of inclusive education is the continuing legislative support of segregated schooling. Accordingly, the Standards in Scotlands Schools ect. Act, supports segregated schooling to prevail in Scotland. The Centre for Studies in Inclusive Education (CSIE) condones all forms of exclusion; maintaining barriers to some students participation in the cultures, curricula and communities of local schools is unacceptableà ¢Ã¢â€š ¬Ã‚ ¦and aviolation of basic human rights to education without discrimination (CSIE, n.d.). Similarly, Rustemier (2002) states that such action is internationally recognised as discriminatory and damaging to young people and society and breaches all four principles underpinning the UN Convention of the Rights of the Child 1989 (CSIE, n.d.). To overcome the legal constraints surrounding the inclusion of all pupils in mainstreams schools, Wertheimer (1997, p. 4) promotes a UK legislative reform to: i) end compulsory segregation and gradually restructure all mainstream schools so they are accessible in terms of premises, curriculum and facilities, and ii) to plan the phased closure of all special schools. Based on this argument, would the closure of all special schools be serving the best interests of the child? A study by Bunch and Valeo (2004) researched the attitudes of elementary and secondary students towards peers with disabilities attending an inclusive schooling system. The findings reported that students with disabilities were able to develop friendships, learn from their peers, that a small amount of abuse occurs, however it is comparatively minimal and that encouragement and support from their peers is common. The majority of responses from students were in favour of inclusion and rejected the idea that students should be segregated for any reason. The study, however small, provided evidence that an all inclusive education system had positive effects on social development, acceptance of difference, and social integration. The study by Bunch and Valeo (2004) supports the argument of the closure of all special schools. This philosophy of inclusive education was shared by Mittler (2000); the concept of inclusion in education has the potential to transform schools to enable them to be come places which fully support social and educational opportunities for all pupils. In contrast, Cigman (2007) supports the argument of segregated schooling, whereby, special schools promote the best interests of the child; they provide specialist education, which can deliver a more individualised education to better meet the needs of the child. Cigman (2007) proposes that mainstream schools can be a humiliating experience for young people with ASN à ¢Ã¢â€š ¬Ã‚ ¦ mainstream schools do not provide a non-humiliating educational experience for some children (Cigman, 2007, p.779). Segregation from mainstream classes and their peers through inclusive support strategies, such as special units can account for feelings of humiliation and alienation, which can be fostered under the flag of inclusion Bishop and Swain (2000, p.24). Contrary to this argument, Oliver (1995) suggests that support strategies, such as special units are an essential means of successfully implementing inclusion in mainstream schools. During my time at school, the use of some inclusive support strategies, such as the support for learning base and the use of classroom assistants, highlighted the issue of segregation and differentiation for some pupils with ASN. The removal of pupils from class and from their peers to attend sessions in the support for learning base and the use of classroom assistants in mainstream classes drew attention to the pupils with ASN. This highlighted the matter to the rest of the class. As a result, some pupils felt alienated and detached from their peers and found their ASN carried a stigma attached to the label. Subsequently, such means of inclusion ignited more serious issues, such as bullying and low-self esteem. What is apparent from the opinions of researchers, politicians and teachers is that few would reject the concept of inclusion in education; however, translating this into practice will serve a greater challenge for teachers and schools. One such challenge schools and teachers is the requirement to address better the needs of the pupils who are alienated or disaffected from school, or by the commitment to educating pupils with special needs in more inclusive ways (HMIE, 2002, p.4). BEHAVIOUR MANAGEMENT In a study by Dyson, Farrell, Polat, Hutcheson and Gallannaugh (2004), teachers professed that the biggest challenge to inclusion was dealing with pupils who presented social, emotional and behavioural difficulties (SEBD). Some teachers reported a sense of frustration and isolation when dealing with SEBD (Hamill, 2008). Research surrounding this group of young people who present disruptive behaviour becomes far more contentious in the context of inclusion. In a report by HMIE (2002, p.34), it was apparent that the needs of those displaying SEBD and who often act in a disruptive manner (Hamill, 2008, p.68), present difficult challenges to schools and local authorities in promoting schools as inclusive institutions (Mackenzie, 2008, p.762). The problem is both severe and wide-spread. During 2009/10 there were 30,211 exclusions from local authority schools in Scotland, a decrease of 11 per cent from 2008/09 (Scottish Government, 2010c). Conversely, measuring school exclusions is problematic; some schools or local authorities can influence parents to move their child to another school, which has led to an avoidance of registering the move as a formal exclusion (Mackenzie (2008, p.762). The issue of exclusion, hence disruptive behaviour may be much greater than the figures reveal. A study by Hayden (2000) suggests that children with ASN are six times more likely than other children to be excluded. Those excluded are likely to suffer from SEBD. The label attached to pupils with SEBD can influence the way they are perceived and treated by schools, teachers and peers (Hamill, 2008). For many schools, the most obvious solution is exclusion, which compounds feelings of alienation and marginalisation, thus worsening the situation (Mackenzie, 2008, p.762). It is apparent that the use of exclusion to resolve disruptive behaviour does not endorse an inclusive school ethos. Nor does it comply with the right of social inclusion. How does exclusion support the best interests or needs of the child when they feel alienated or marginalised already? Or does it serve the best interests of the other children in the classroom suffering the negative effects of disruptive behaviour? As previously discussed, inclusion in education is regarded as a human rights issue, whereby to exclude a child from mainstream education would be an infringement of their right to social inclusion (Rustemier, 2002; CSIE, n.d.). This issue becomes convoluted when it is applied to the rights of those affected by social inclusion. Based on this argument there appears to be a conflict of human rights. On one-side, the excluded pupil has no right of social inclusion. Whereas, on the other side, pupils who experience constant disruption to their lessons and the teachers time is taken up to resolve such issues, are prevented from the right to receive an education that strives to develop their full potential. When behavioural difficulties disrupt the education of others, whose rights are protected or infringed? Dyson et al. (2004, p.101) found that the impact of children with behavioural difficulties on the learning of others, disrupted lessons and increased the amount of time and effort taken up by teachers to manage pupils with SEBD. Consequently, this diverts teacher time and energy away from the majority of the class and those in most need. Studies by Hamill and Boyd (2000; 2003, as cited in Hamill, 2008, p. 67), found evidence that the group of learners most affected by behavioural difficulties were those who experienced learning difficulties and who found themselves in the bottom sets with the most disruptive pupils. This impacted negatively on the inclusion of other vulnerable learners. Class setting based on ability levels can intensify this issue. Pupils most affected are those with learning difficulties, who most often find themselves in the bottom sets with the most disruptive pupils (Hamill, 2008, p.67).The negative effects of class setting can intensify disaffection from school which often results in disruptive behaviour (Hamill, 2008; Barber, 1996). Mackenzie (2008, p.767) alludes that the practice of setting further excludes disadvantaged children by lowering attainment and motivation, especially in female children of low-waged and unemployed parents (Paterson, 1992). With lessons disrupted by behaviour and teachers time being taken up to resolve such issues, it would seem likely, therefore, to have a negative impact on the attainment of others, however, Dyson et al. (2004, p.101) found no correlation between the inclusion of pupils with SEBD and the attainment and achievement of pupils without ASN. Inclusion was also found to have a positive effect on the wider achievement of all pupils, such as social skills and understanding (Dyson et al. 2004, p.101). In particular, pupils with ASN were found to improve academically, personally and socially. RESOURCING FUNDING There is no doubt that effective inclusion is dependent upon the adequate provision of resources (Hamill, 2008, p. 60). With the onset of educational funding cuts, the availability of resources will be a major obstacle to the successful implementation of inclusion in schools. In a study by Dyson, at al. (2004, p.101), teachers professed that the challenges surrounding inclusion were intensified by a lack of support and resources from external sources. Similarly, in a study by Hamill and Boyd (2000; 2003) teachers held the opinion that inclusion lacked adequate funding and was a politically motivated initiative aimed at increasing financial efficiency rather than meeting the individual needs of the learner. Whether this opinion holds any value, resourcing is a complex issue which goes beyond the constraints of simply providing materials and equipment. Providing adequate resources helps to develop a teachers professional development. Funding can provide the financial support to develop systems both internally and externally, such as specialist teachers. To manage the successful implementation of inclusion in schools, teachers have to be given the opportunity to undertake continuing professional development (CPD) to develop the right skills and knowledge to cater for the diverse range of ASN. There can be no doubt that the level of funding provided to support inclusion in mainstream schools reflects the quality of teaching and progress made by the individual (Hamill, 2008). Those with least teaching experience or professional development, specifically beginning teachers will be most disadvantaged with the impending cuts and limited resources. New teachers with limited teaching experience will be most affected if reductions in teacher CPD progress. Essential skills needed to manage the challenges surrounding inclusion will be affected. Reports of increasing the class contact time of probationer teachers to 0.9FTE (from the current 0.7FTE) will exert extra pressure on beginning teachers (Buie, 2010), which is likely to impact the quality of teaching, as preparation time is restricted. With educational funding cuts to be expected where will inclusion in education be left? Who will be disadvantaged or marginalised from the education system? How will teachers professionalism be affected? The outcome to these questions can only be speculated until the inevitable funding cuts occur. CONCLUSION In review of the wide-spread research in inclusive education, the concept of inclusion is not a marginal add-on to education; it is fundamental to the formation and success of our education system. Inclusion does not exclusively focus on pupils with ASN but affects all learners. An inclusive school will promote an ethos and culture based on equity, entitlement, school community, participation, integration and respect for diversity. Inclusive teaching practice should aim to cater for the individual needs of all learners to enable them to reach their fullest potential. One of the on-going challenges surrounding inclusion is meeting the needs of all learners. With teacher time constraints and resources pushed to a maximum and disruptive behaviour an ongoing issue; it raises the question; will teachers and schools be able to support the needs of all learners? In times of austerity; inevitable budget cuts will put pressure on attaining inclusion in schools. Impending funding cuts to teachers CPD and an increase in probationary hours may risk the quality of teaching and most worryingly the health and safety of teachers? As a beginning teacher, the responsibilities of catering for the needs of all learners will be a challenge, especially when faced with other issues, such as disruptive behaviour, limited resources and an increase in probationary contact time. To manage the challenges surrounding inclusion, I will have to rely on guidance and support provided from colleagues, my professional development and limited school resources. WORD COUNT: 3,229 REFERENCE LIST: Barber, M. (1996) The Learning Game. London: Indigo. Bishop, A. and Swain, J. (2000) The Bread, The Jam and Some Coffee in The Morning: Perceptions of a Nurture Group, Emotional and Behavioural Difficulties, 5 (3), pp. 18-24 Booth, T. and Ainscow, M. (1998) From them to Us An International Study of Inclusion in Education. London: Routledge. Chapter 1. Buie, E. (2010) Fears for teacher jobs as Glasgow threatens to break ranks on budget. Retrieved 15 November, 2010 from TES: http://www.tes.co.uk/article.aspx?storycode=6064294 Bunch, G. and Valeo, A. (2004) Student attitudes toward peers with disabilities in inclusive and special education schools. Disability Society. Vol. 19. No. 1. pp.61-76. Centre for Studies on Inclusive Education (n.d) Inclusion Why? Retrieved 15 November, 2010 from the CSIR: http://www.csie.org.uk/inclusion/why.shtml Cigman, R. (2007) A Question of Universality: Inclusive Education and the Principle of Respect, Journal of Philosophy of Education, 41 (4), pp. 775-793. Dyson, A., Farrell, P., Polat, F., and Hutcheson, G., and Gallannaugh, F. (2004) Inclusion and Pupil Achievement. Research Report RR578. ISBN 1 84478 319 7. Hamill, P. (2008) Challenging behaviour understanding and responding. A teachers guide from Primary to Secondary. Hodder Gibson. Hamill, P. and Boyd, B. (2000) Striving for inclusion. Glasgow: University of Strathclyde. Hamill, P. and Boyd, B. (2003) Inclusion: Principle into practice. Glasgow: University of Strathclyde. Hayden, C. (2000). Exclusion from school in England: the generation and maintenance of social exclusion. In: Walraven G, Parsons C, van Veen D and Day C (eds) (2000) Combating Social Exclusion through Education: Laissez-faire, Authoritarianism or Third Way? (pp. 69-82) Leuven: Garant Publishers EERA. HMIE (2002) Count Us In Achieving inclusion in Scottish schools. A report by HM Inspectorate of Education. ISBN 0 7 0 5 3 1 0 1 8 3. HMIE (2008) Inclusion Reference Manual. Internet Version 1: for SMG. Mackenzie, J. (2008) Disaffection from schooling. (pp. 763-782) In Bryce, T., G., K., and Humes, W., M. Scottish education, beyond devolution. (third edition). Edinburgh University Press. Mittler, P. (2000) Working towards inclusive education: social contexts. London: David Fulton. Learning Teaching Scotland (n.d.) Understanding the Curriculum for Excellence. Retrieved 15 November, 2010 from LTS: http://www.ltscotland.org.uk/understandingthecurriculum/index.asp Oliver, M. (1995) Does special education have a role to play in the 21st century? in Thomas, G. and Vaughan, M. Inclusive Education Readings and Reflections. (pp. 111-117) Maidenhead: Open University Press. Paterson, L. (1992) social class in education. In S. Brown and S. Riddell (eds) (1992) Class, race and gender in school. A new agenda for policy and practice in Scottish education. Edinburgh Scottish Council for Research in Education. Rustemier, S. (2002) Social and Educational Justice The Human Rights Framework for Inclusion. Bristol: CSIE. Scottish Government (2003) National Priorities in Education Performance Report 2003. ISBN 0755908961. Edinburgh, Scottish Government. Scottish Government (2010a) Curriculum for Excellence Building the Curriculum 1 the Contribution of Curriculum Areas a Guide to Developing Professional Practice. ISBN: 978-0-7559-9630-8. Edinburgh, Scottish Government. Scottish Government (2010b) Curriculum for Excellence Building the Curriculum 3 A Framework for Learning and Teaching ISBN: 978-0-7559-5711-8. Edinburgh, Scottish Government. Scottish Government (2010c) School inclusion: additional support needs. High level summary of statistics. Retrieved 15 November, 2010 from the Scottish Government: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/TrendSpecialEducation Slee, Roger (2001) Inclusion in Practice: Does practice make perfect? Educational Review, Vol. 53, No. 2, pp. 113-123. Wilson, John (2000) Doing justice to inclusion. European Journal of Special Needs Education, Vol. 15, No. 3, pp. 297-304.

Problems encountered in the onion cultivation of the Dambulla area

Problems encountered in the onion cultivation of the Dambulla area Big Onion crop was introduced to Sri Lanka by the British in 1855 and commercial cultivation was introduced by the Department of Agriculture during the 1950s and over the past years, the crop performance was evaluated in many parts of the country and it was observed that big onions can be grown economically during every Maha season in almost all parts of the country. 2. However, at present the cultivation of big onion is confined only to Matale, Anuradhapura, Puthalama, Pollonnaruwa, Mahawelli and Jaffna Districts. More than 50% of the total onion production in Sri Lanka is cultivated from the Matale District.  [1]   3. The Government strives to achieve a self sufficient stage in the production of big onions since Sri Lanka spends a significant amount of cash outflow every year on the importation of the big onions. Meanwhile, in the recent past it has been noticed that the big onion production has been affected in Sri Lanka and therefore customers are also paying a higher price for the big onions. In particular the big onion production in Dambulla area has been declining in the last few years. AIM OF THE RESEARCH 4. The Dambulla area plays an important role in the big onion cultivation in Sri Lanka. The Government has been paying less attention and support on promoting the big onion production in Dambulla. Therefore, it has so happened that the onion production in Dambulla has declined in the recent past as a consequence of the governments less support for this sector. Therefore, the main purpose of this study is to promote the big onion cultivation in the Dambulla area. OBJECTIVES General Objectives 5. This research is carried out with the following specific and general objectives. a. The main general objective of this study is to identify the main problems encountered in the onion cultivation of the Dambulla area. Specific objective 6. The specific objective of this study is to give the recommendation to improve the Big onion cultivation in the Dambulla area and specific objectives are as follows. a. To study the recent history of Big onion cultivation in Dambulla area and to compare the present situation of the Big Onion cultivation. b. To identify the main issues encountered in big onion cultivation in Dambulla. c. To identify the critical contributing factors. d. To make recommendations based on the findings. CHAPTER TWO METHODOLOGY HYPOTHESIS 1. Low yield of onion industry in Dambulla is due to less assistance of the government sector STATEMENT OF THE PROBLEM 2. The Matale District plays an important role in the big onion cultivation in Sri Lanka in particular Dambulla provides big onions for the Sri Lankans consumption. In the recent past due to the lack of support from the government sector the big onion cultivation has been declining. 3. As a result the big onion cultivation in Dambulla will be non existence in the very near future. Furthermore, many farmers depend on the big onion cultivation as their livelihood in Dambulla. Hence, if the big onion cultivation in Dambulla is affected many families will lose their income and it will affect the survival of many families. Thus the lack of support from the government and the consequent less onion cultivation are considered as the research problem for this study. SCOPE OF THE STUDY 4. This research studies the declining stage of the onion cultivation in Dambulla. The scope covers only the Dambulla area of big onion farmers. Therefore, this research has been limited to the onion farmers of the Dambulla area. DATA COLLECTION METHODS a. Primary Data . Structured questionnaires were used to collect the data. These questionnaires consist of 2 parts they are; Part I the factors determining the big onion cultivation in Dambulla and Part II the personal profile. The first part comprises statements of two major factors which determine the big onion cultivation in Dambulla; poor quality of seeds and the lack of fertilizer support. To identify the responses the questionnaire in part I applied the Likert scale of 1 5, which ranges from Strongly Disagree to Strongly Agree. The second part included the personal profile of the respondents relating to; age, sex, civil status and number of years the farmer has been in cultivation. b. Secondary Data. In addition to primary data, secondary data also was collected for this research. It was collected by referring to the reports from the Agricultural Department and from the Department of Census and Statistics. SAMPLE OF THE STUDY 7. This research studies the factors influencing the decline of the big onion cultivation in Dambulla. Therefore, the responses were collected from the local onion farmers from the Dambulla area. Thus, 100 big onion farmers were considered as a sample for this study since all farmers could not be accessible within the limited time for this study. These farmers were selected in a random basis. Therefore, the simple random sampling method was applied for the selection of the sample. LIMITATIONS OF THE STUDY 8. The following limitations were encountered in the study. a. Time is limited, so that within the limited time the research has to be finished because of this in-depth analysis cannot be applied. b. The researcher encountered limitation of resources. c. The sample was limited only to 100 farmers. LITERATURE REVIEW 9. The big onion is an important minor crop consumed by many Sri Lankans and it has been estimated that 34,000 metric tons of onion is imported annually and Sri Lanka spends around 300 million rupees on onion importation (Gunawardena, 2009). Furthermore, it has been also estimated that 45,000 labour units are employed in the onion cultivation and production annually by Sri Lankans and therefore, it increases income and employment generation for many Sri Lankans.  [2]   10. Many countries worldwide are getting involved in the big onion production. In particular they are; Belarus, Russia, Lithuania, Poland, Ukraine, India, Pakistan etc (Research Institute for Vegetable crops, 2006). 11. According to Shanmugasundaram (2001) there are varieties of onion and it mainly includes the sweet, red, white, yellow, brown and green etc. TYPES OF ONION Source Shanmugasundaram (2008) BENEFITS OF ONION PRODUCTION 12. Furthermore, it has been identified that the big onion production brings several comparative benefits when compared to with other crops (Autko Moisevich, 2006). Some of the benefits are given below. a. Output can be obtained in a short period of time. b. Initial costs such as; seeds costs, fertilizer costs are comparatively less. c. It does not require a set cost. d. Less technology the machines are sufficient. e. High employability of manual labourers. f. Easy to find markets. g. Less storage period. 13. The onion basically has been divided into red onions and big onions and each variety requires different eco-agricultural conditions, labour, fertilizer, weather and climatic conditions, temperature, etc. REQUIREMENTS AND CONDITIONS NEEDED FOR THE ONION PRODUCTION 14. The literature suggests different requirements for smooth growing of the big onion production. Some of the conditions suggested by Autko and Moisevich (2006) are given below. a. Increase of fertile soil layers in the zone of plant root by 4-6 cm b. Increase of aeration and warming of soil, excluding over wetting in the period of heavy precipitation c. Decrease of fertilizer rate application by 30% d. Decrease of seed sowing rates e. Ensuring of looser soil state during the whole period of vegetation f. Possibility of soil surface copying by working organs of machines, during inter-row treatment, lowering of plant protective zone 3-5 cm, mechanical weed destruction by 70-75% and band application of pesticides that ensures the decrease of their rates by 2-3 times g. Increase of irrigation efficiency h. Diminution of nitrate content in the production j. Decrease of energy expense during harvesting by 20-40%. 15. Therefore, the above conditions can be considered as the basic requirements for the growth and survival of the big onion production. 16. The onion basically has been divided into red onions and large onions and each variety requires different eco-agricultural conditions, labour, fertilizer, weather and climatic conditions, temperature, etc. DECEASES IN THE ONION CULTIVATION 17. Shanmugasundaram, (2001) has identified the following diseases that affect the onion cultivation. He has divided these deceases into two. a. Field diseases b. Storage diseases 18. The field diseases comprises of Stemphylium blight , Purple blotch, Anthracnose, Botrytis leaf blight, Downy mildew, Pink root, Smudge, Smut and several Basal rots (Shanmugasundaram, 2001). 19. The storage diseases covers common field rots, botrytis neck rot, black mold and bacterial soft rot (Shanmugasundaram, 2001). PROBLEMS ENCOUNTERED IN THE BIG ONION CULTIVATION IN SRI LANKA 20. Meanwhile it has been learned that in the recent past the onion cultivation has been reducing as a result of many factors. Some factors identified by Kulatunga (2006) are presented below. a. Lack of quality seeds b. Lack of advice given for application of seeds c. Insufficient loan facilities available to purchase high quality seeds d. Long durations taken for harvesting from seeds e. Lack of government support in providing fertilizer facilities to the onion production f. Lack of quality fertilizers available for the onion producers g. Lack of availability of fertilizer at outside and private outlets h. Absence of counselling and advice given on how to apply the fertilizers for the new variety j. Lack of storage facilities to store the onion production. 21. Though these problems are encountered in the onion production it can be divided into two major categories. These are given below. a. Lack of government support in giving seeds to the onion cultivators. b. Lack of government support to provide fertilizer to onion cultivation. LACK OF GOVERNMENT SUPPORT TO SEEDS 22. It has been observed that big onion cultivation has been affected to greater extent by the lack of government motivation in finding required seeds. Thus; lack of quality seeds, lack of counselling and advise on applying seeds, lack of new variety of seeds, insufficient government financial support to purchase seeds, absence of assurance on harvesting duration etc are encountered under seeds (Kulatunga, 2006). LACK OF FERTILIZER SUPPORT 23. Kulatunga (2006) has also identified that there is no sufficient fertilizer support to motivate the big onion production. In Sri Lanka it has been learned that the onion farmers lack government funding and subsidies to buy fertilizers. Furthermore, fertilizer is sold at a fairly high price in the outside outlets. In addition the efficient and harvest stimulating fertilizers are not available for the onion farmers. Also the high quality and different variety of fertilizers are also not available to increase the big onion cultivation in the Dambulla area. INCREASING BIG ONION PRODUCTION 24. It is therefore important that the onion production is increased in order to protect the big onion industry and to assure the livelihood of many Sri Lankans. Hence the literature suggests that the following measures can increase the onion production. a. Involving in research and development activities in order to increase the onion production. b. Government providing support to find high quality seeds. c. Government has to give seeds of the new varieties. d. Government has to provide seeds at subsidized prices. e. Government has to provide constant counselling and advice on handling seeds. f. Government has to extend the fertilizer subsidy. g. Providing high quality fertilizer. h. Monitoring fertilizer distribution. j. Counselling on handling diseases. Conceptual model 25. From the literature review the following conceptual model has been developed. Figure 3.1 Conceptual Model Decreasing onion cultivation Lack of fertilizer availability Lack of seed availability (Source Formed for this Research Study) 26. The above figure depicts two sets of factors that determine the decrease in the onion cultivation; the lack of seed availability and the lack of fertilizer availability. This was derived from Kulatunga (2006). Each set of the major factors have sub factors. Therefore, these two are considered as the independent variables. The decreasing onion cultivation can be identified as the dependent variable. Hence, this figure establishes links between the factors and the decreasing onion cultivation. Through this research study one need to know which factor(s) cause for the decreasing onion cultivation, among the farmers in the Dambulla area. Table 2.1 Operationalization of Variables Concepts Variables Indicators Level of Measurement Question No. Factors determining the onion cultivation Lack of seeds availability Receiving high quality seeds Likert Q1 Distribution of seeds by the government Likert Q2 Provision of subsidy by the government to buy seeds regularly Likert Q3 Seeds giving the expected harvest Likert Q4 Purchase seeds from the Government Agricultural Department Likert Q5 Provision of training and counselling regarding the new seeds by the government Likert Q6 I can get new varieties of seeds Likert Q7 I can get regular counselling and advice of the diseases on the seeds Likert Q8 Lack of fertilizers availability Fertilizer subsidy from the government Likert Q9 Purchase of fertilizer from the Government Agricultural Department Likert Q10 Purchase of fertilizer from the private outlets at a less price Likert Q11 Getting high quality fertilizer Likert Q12 Getting advice and counselling for the application of fertilizers Likert Q13 Getting different variety of fertilizers Likert Q14 Getting fertilizer that can maximize the harvest Likert Q15 Storage of excess fertilizer for future use Likert Q16 (Source Formed for this research study) DATA EVALUATION 27. The mean and standard deviation were derived for data analysis. Furthermore, the criteria shown in the table below was adopted to evaluate the mean values. Table 2.2 Evaluation Criteria for Mean Values Range Degree 1 3.67 Low level Moderate level High level Source Developed for this study CHAPTER THREE DATA PRESENTATION AND ANALYSIS 1. This chapter covers the data presentation, analysis and discussion. DESCRIPTIVE STATISTICS 2. This section presents mean and standard deviation of the factors affecting the onion cultivation in Dambulla. The mean values have been distributed based on Likerts Scale of one to five which represents Strongly Disagree to Strongly Agree. Meanwhile, mean values were evaluated based on the already established evaluative criteria which range from low level to high level. Table 3.1 the values of mean and standard deviation (SD) of factors contributing to the onion cultivation: Statements From current staff Mean SD Lack of seed availability 1.90 .25 Lack of fertilizer availability 2.24 .41Source Survey Data 3. Table 3.1 represents values of mean and standard deviation of factors contributing to the decreasing level of the onion cultivation. The mean value of the seed availability is 1.90 and the standard deviation is 0.25. Since the mean value of seed availability (1.90) is less than 2.33, it falls into the category of low level satisfaction 4. Meanwhile, the mean value of fertilizer availability is 2.24 and standard deviation for the same variable is 0.41. Thus, the mean value of fertilizer availability (2.24) is less than 2.33 and it also falls under low level of satisfaction. Table 3.2 the mean and standard deviation values for the statements in the seed availability: Statements Mean SD I get high quality seeds 1.88 .89 Government distribute seeds 1.94 .81 Government provides a subsidy to buy seeds regularly 1.74 .69 Seeds give an expected harvest 1.56 .61 We can buy seeds from the Government Agricultural Department 2.16 .86 Government provides training and counselling regarding the new seeds 2.12 .91 I can get new varieties of seeds 1.79 .55 I can get regular counselling and advice of the diseases in the seeds 1.85 .45Source Survey Data 5. Table 3.2 shows the mean and standard deviation values for the statements in the seeds availability. As presented above, all eight statements that measure seed availability for the onion farmers in the Dambulla area have taken the mean values of less than 2.33. Therefore, it can be derived that farmers satisfaction on all statements of seed availability fall into the category of lower level satisfaction. Table 3.3 the mean and standard deviation values for the statements in the fertilizer availability: Statements Mean SD I get fertilizer subsidy from the government 2.20 .92 I can buy fertilizer from the Government Agricultural Department 2.14 .85 I can buy fertilizer from private outlets at a less price 2.18 .99 I can get high quality fertilizer 2.20 .94 I get advice and counselling on the application of fertilizer 2.15 .93 I get different variety of fertilizer 2.24 .84 I get fertilizers that can maximize harvest 2.12 .96 I can store excess fertilizer for future use 2.09 .92 Source Survey Data 6. Table 3.3 reveals the values of mean and standard deviation for the statements in the fertilizer availability. Hence all statements that measure the influence of fertilizer availability of the onion farmers in the Dambulla area have taken the mean values less than 2.33. Therefore it can be stated that the farmers satisfaction towards all statements of fertilizer availability fall into the category of low level of satisfaction. Personal profile 7. This section presents data on the personal profile of the farmers in the Dambulla area. It covers age, sex, civil status and the number of years of experience in the onion cultivation of the onion farmers in the Dambulla area. Age Distribution Fig 3.1 the age distribution of the onion farmers in the Dambulla area: Source Survey Data Table 3.4 the age distribution of the onion farmers in the Dambulla area Age category Frequency Percent Less than 25 30 30 26-35 28 28 35-45 24 24 Above 45 18 18 Total 100 100 Source Survey Data 8. Fig 3.1 shows the age distribution of the respondents from onion farmers in the Dambulla area. Thirty percent of the respondents are less than 25 years and the respondents falling into the category of 26 35 and 35 45 are 28% and 24%, respectively and 82% of the respondents are less than the age of 45. Only 18% of the responded onion farmers are above the age of 45. Hence it reveals a fact that the majority of the onion framers in Dambulla are less than the age of 45. 9. Therefore it can be concluded that most of the young employees are found to be faced with a decreasing level of onion production. Sex Distribution Fig. 3.2 Sex distribution of the onion farmers in the Dambulla area Source Survey Data Table 3.5 Sex distribution of the onion farmers in the Dambulla area Sex category Frequency Percent Male 68 68 Female 32 32 Total 100 100 Source Survey Data 10. Fig 3.2 shows the sex distribution of the onion farmers in the Dambulla area. Sixty-eight percent of the responded onion farmers in the Dambulla area are male and 32% of the responded onion farmers are female. 11. This shows that most of the male onion farmers in the Dambulla area are found to be affected with a decreasing level of onion cultivation the Dambulla area. Civil status Fig 3.3 Civil status of the onion farmers in the Dambulla area : Source Survey Data Table 3.6 Civil status of the onion farmers in the Dambulla area   Civil status Frequency Percent Single 38 38 Married 62 62 Total 100 100 Source Survey Data 12. Fig 3.3 shows the civil status of the responded onion farmers in the Dambulla area. Sixty-two percent of the respondents are married and 38% are single. 13. It is clear that most of the married onion farmers in the Dambulla area are found to be facing the problem of a decreasing level of onion cultivation the Dambulla area. Distribution of years of experience Fig. 3.4 Number of years of experience in the onion cultivation Source Survey Data Table 3.7 Number of years of experience in the onion cultivation Number of years of experience Frequency Percent Less than 3 20 20 3-5 46 46 6-10 30 30 Above 10 4 4 Total 100 100 Source Survey Data 14. Fig 3.4 shows the number of years of experience in the onion cultivation of the onion farmers in the Dambulla area. Accordingly, 20 % of the responded onion farmers in the Dambulla area have less than 3 years of experience and the responded onion farmers in the Dambulla falling into the category of 3 5 and 6 10 years are 46% and 30%, respectively. Only 4% of the responded onion farmers have the experience of above 10 years. Thus, more than 95% of the responded onion farmers in the Dambulla area have less than 10 years of experience. 15. Therefore it can be stated that the most of the onion farmers in the Dambulla area who have an experience of less than 10 years are found to be encountering the problem of a decreasing level of onion cultivation in the Dambulla area. CHAPTER FOUR DISCUSSION AND ARGUMENTS 1. This chapter provides the discussion on analysis. It presents the mean and the standard deviation of the two factors contributing to the onion cultivation. Table 4.1 Mean and standard deviation values for the statements in the seed availability: Statements Mean SD I get high quality seeds 1.88 .89 Government distribute seeds 1.94 .81 Government provides the subsidy to buy seeds regularly 1.74 .69 Seeds give the expected harvest 1.56 .61 We can buy seeds from the Government Agricultural Department 2.16 .86 Government provides training and counselling regarding the new seeds 2.12 .91 I can get new varieties of seeds 1.79 .55 I can get regular counselling and advise on the diseases in the seeds 1.85 .45 Source Survey Data 2. As presented in Table 4.1 the onion farmers have expressed their lower level of satisfaction on all statements of the availability of seeds and the quality, because all mean values are under the category of 1 2.33. 3. Thus the first statement I get high quality seeds has taken a mean value of 1.88 which represents that the onion farmers are not highly satisfied with the availability of the high quality seeds. 4. Similarly the second statement Government distribute seeds has taken a mean value of 1.94 and this also comes under the lower level of satisfaction. This reflects that the government does not distribute seeds and therefore it also affects their onion cultivation. 5. Third statement Government provides the subsidy to buy seeds regularly has taken a mean value of 1.79 which represents that the onion farmers are not satisfied with the governments subsidies to buy the seeds. 6. Fourth statement Seeds gives the expected harvest has taken a mean value of 1.56 which reflects that the onion farmers are less satisfied with the amount of harvest from the seeds and this affect the onion cultivation from the Dambulla area. 7. 5th statement We can buy seeds from the Government Agricultural Department has given a mean value of 2.16 which shows that the onion farmers are unable to purchase seeds from the agricultural department and this also reduces the onion cultivation. 8. Next statement Government provides training and counselling regarding the new seeds has obtained a mean value of 2.12 which indicates that the onion cultivators do not get sufficient training and counselling from the relevant authorities on how to apply the new varieties of seeds and this affects the onion cultivation in the Dambulla area. 9. 7th statement I can get new varieties of seeds has received a mean value of 1.79 and this refers that the farmers are unable to get new varieties of seeds and therefore the onion production has come down in Dambulla. 10. The final statement I can get regular counselling and advice on the diseases in the seeds has given a mean value of 1.85 which signifies that the onion farmers do not get regular counselling and advice on new diseases affecting the onion cultivation. Therefore, they are unable to protect the onion cultivation and ensure higher growth. Table 4.2 Mean and standard deviation values for the statements in the fertilizer availability: Statements Mean SD I get the fertilizer subsidy from government 2.20 .92 I can buy fertilizer from Government Agricultural Department 2.14 .85 I can buy fertilizer from the private outlets at a less price 2.18 .99 I can get high quality fertilizer 2.20 .94 I get advice and counselling on the application of fertilizer 2.15 .93 I get different variety of fertilizers 2.24 .84 I get fertilizer that can maximize the harvest 2.12 .96 I can store the excess fertilizer for future use 2.09 .92Source Survey Data 11. As in Table 4.2 the onion cultivators have indicated lower level of satisfaction on all statements of fertilizer availability because the mean in all comes under the category of 1 2.33. 12. Thus the first statement I get the fertilizer subsidy from government has taken a mean value of 2.20 and this means that the onion farmers do not get fertilizer subsidy to buy the fertilizer and this leads towards less onion cultivation. 13. Similarly the second statement I can buy fertilizer from the Government Agricultural Department. has taken a mean value of 2.14 and this falls under the lower level of satisfaction. This reflects that the farmers are unable to purchase fertilizer from the agricultural department and has limited capacity of increasing their production. 14. Third statement I can buy the fertilizer from private outlets at a less price has taken a mean value of 2.18 stating that the onion farmers cannot buy fertilizer at a less price from other outside outlets. Therefore, it has affected their capacity of the onion cultivation. 15. Next statement I can get high quality fertilizer has taken a mean value of 2.20 which represents that the onion farmers are finding difficulties in purchasing fertilizer that can maximize their harvest and it has reduced the onion cultivation. 16. 5th statement I get advice and counselling on the application of fertilizer has given a mean value of 2.15, indicating that the farmers are unable to get advise and counselling on how to use different varieties of fertilizer. This has limited the onion cultivation in Dambulla. 17. 6th statement I get different variety of fertilizer has obtained a mean value of 2.24 which indicates that the onion cultivators are unable to find different varieties and new varieties of fertiliser that stimulate more harvest. As a result the onion cultivation has been less in the Dambulla area. 18. 7th statement I get fertilizer that can maximize the harvest has received a mean value of 2.12 and it means that the onion farmers are unable to find fertiliser that can give the optimal harvest and this has affected the onion cultivation from Dambulla. 19. The final statement I can store excess fertilizer for future use has given a mean value of 2.09 which indicates that the onion farmers do not have facilities of storage and keeping fertilizer for future use. Therefore, their fertilizer utilization is not optimal. Therefore the onion cultivation has been limited in Dambulla. CHAPTER FIVE FINDINGS/RESULTS 1. This chapter provides the findings and the discussions. It presents the mean and the standard deviation of the two factors contributing to the onion cultivation. Table 5.1 Values of mean and standard deviation

Abortion :: essays research papers

The word abortion by definition means, naturally or especially induced expulsion of a fetus from the womb before it is able to survive independently, according to the American Century Dictionary. This is one subject that, when mentioned, completely polarizes individuals. Abortion poses a moral, social and medical dilemma that faces many individuals to create a emotional and sometimes violent atmosphere. There are many points of view toward abortion but the only two fine distinctions are "pro-choice" and "pro-life". A person that is pro-choice would feel that the decision to abort a pregnancy is that of the mothers and that the state has no right to interfere. A person that is pro-life would say that from the moment of conception, the fetus is alive. This life imposes on us a moral obligation to preserve it and that abortion is tantamount to murder (Kolner 5)This is important because part of our society would have to carry the guilt of terminating a human life. This would be severe and almost unbelievable for a society as educated as ours to make this big of a mistake. How could the country that leads in individual rights be so ignorant? We are America where everyone is created equal and deserves a chance to pursue happiness. What if this fetus is not a human life, is this a question that we can really answer? These are questions that haunt our nations soul.Early in our nations history they had no means of measuring or telling if a fetus was alive in the womb. The colonies inherited English Common Law and operated under it until well into the 19th century. Abortion was illegal according to English Common Law. Abortion prior to quickening (feeling life) was a misdemeanor. Abortion after quickening was a felony. This type of punishment was inherited from earlier ecclesiastic laws. In the early 1800s it was discovered that human life did not begin when she "felt life," but rather at fertilization. As a direct result of this, the British Parliament in 1869 passed the "Offenses Against the Persons Act," eliminating misdemeanor charge and dropping the felony punishment back to fertilization. One by one, across the middle years of the 19th century, every then present state passed its own law against abortion. By 1860, 85% of the population lived in states that had prohibited abortion with new laws. These laws, preceding and following the British example, moved the felony punishment from quickening back to conception.

The Rainforests of Our Oceans Essay -- Marine Biology

The first thing that comes to mind when we think of coral reefs is either an image of Nemo swimming through those finger-like plants in the ocean or a jumble of those plants we see on postcards and on television, thinking that one of them (but which one?) must be a coral reef. On the contrary, however, coral reefs are far from being plants but are in fact, an ecosystem filled with corals, both hard and soft, and endless reef species. The coral itself is made of many coral polyps, delicate limestone-secreting animals, which serve as a skeleton for the coral. The impact of these reefs on both marine life and humans is immense, but as of today, we have lost almost twenty to twenty-five percent of the world’s coral reefs and about another sixty percent are being threatened by human activities. Consequently, coral reefs should be protected because they benefit us greatly, both economically and biologically, and if we leave them unprotected, we face numerous consequences that will be detrimental to both our economy and the biodiversity of the ocean. Though coral reefs don’t seem like much, it’s impossible to deny the importance of the roles they serve as indicators of the salinity of water and its nutrient levels in our coastal watersheds and oceans. Because corals can only survive in clear and unpolluted tropical or sub-tropical waters that have a relatively normal salinity and that are low in nutrient levels (Thurman), they help local resource managers to understand how activities on land impacts the reefs and to identify changes in water quality, which is a major benefit to us because the reefs are able to detect even the slightest change in water that some of the best manmade technologies can miss (U.S. EPA). They also act as mo... ...ier-reef.html>. Talbot F., and Wilkinson, C., 2001, Coral Reefs, Mangroves and Seagrasses: A Sourcebook for Managers. 29 Mar 2012. Print. Thurman, H.V. Essentials of Oceanography: Coral Reefs. 4th Edition. New York: Macmillan Publishing, 1993. 336-341. Print. U.S. EPA, . "Water: Habitat Protection." Coral Reef Protection: What Are Coral Reefs?. United States Environmental Protection Agency, 06 Mar 2012. Web. 25 Mar 2012. . U.S. EPA, . "Water: Oceans, Coasts, Estuaries & Beaches." Coastal Watershed Factsheets - Coral Reefs and Your Coastal Watershed. United States Environmental Protection Agency, 06 Mar 2012. Web. 25 Mar 2012. . Zubi, Teresa. "ECOLOGY: Reefs at Risk." . N.p., 21 May 2009. Web. 26 Mar 2012. .

Philosophy of love Essay -- essays research papers

Some people believe that there is no such thing as â€Å"true love† they believe that love is nothing but an illusion designed by social expectations. These people believe that love ultimately turns into pain and despair. This idea in some ways is true. Love is not eternal it will come to an end one way or another, but the aspect that separates true love from illusion, is the way love ends. â€Å"True Love† is much too powerful to be destroyed by Human imperfection; it may only be destroyed by a force equal to the power of love. Diotima believed that â€Å"Love is wanting to posses the good forever† In other words love is the desire to be immortal and the only way that we are able to obtain immortality is through reproduction, and since the act of reproduction is a form of sexual love, then sexual love is in fact a vital part of â€Å"True love†. Sexual love is not eternal. This lust for pleasure will soon fade, but the part of love that is immortal, is a plutonic love. You can relate this theory to the birth of love that Diotima talks about. She says that love was born by a mortal mother and immortal father. The mother represents the sexual love, the lust for pleasure. The father represents the plutonic love that is immortal. Plutonic love is defined as a true friendship, the purest of all relationships. A true plutonic love will never die; it transcends time, space, and even death. Platonic love is in my opinion, the most important and vital aspect of love. Without platonic love people are ...

Indian Health Service: Creating a Climate for Change Essay

IHS is a very complex organization that serves the American Indian and Alaskan Native population. Effective health services for American Indians and Alaskan Natives had to integrate the philosophies of the tribes with those of the medical community. Because not all tribes signed treaties with the United States some people with Indian heritage were not eligible to participate with the federal government programs. Eligible people with Indian heritage were provided various services throughout the IHS programs; however, some IHS locations did not have the necessary equipment or facilities to provide comprehensive services. With the changing external environment and new demands, increasing need for services and shifting political picture, IHS must change internally to increase efficiency, effectiveness and accountability. IHS is very dedicated to respecting the local traditions and beliefs of tribes. IHS has not developed an adequate third-party payor system, has difficulty recruiting and retaining healthcare professionals and the population IHS serves has health status below the rest of the US. IHS must focus on implementing the Indian self-determination in order to increase the health status of the population to gain continued congressional funding and support. IHS wants to put healthcare back into the hands of the tribes. This is difficult because each tribe has different concepts of health and it is difficult to accommodate such a wide variety. Because of the scarce resources it will be difficult to determine which decisions and services should be centralized rather than decentralized. In order to implement the change, IHS should provide honest and open communication about the changes and how they will affect each tribe individually. IHS should also be responsive to criticisms and the individual traditions of each tribe. IHS should evaluate tribal satisfaction and health status outcomes to monitor the progress of the change. Key Issues 1. Why is the balancing of centralization and decentralization a major challenge faced by Dr. Trujillo? 2. What factors could impede changes to the Indian Health System? 3. How can Dr. Trujillo overcome some of the resistance to change? Situational Analysis Strengths Improved health status and decreased mortality in tribes 62% of healthcare workers were of American Indian or Alaska Native heritage Expansion of services provided to tribes Established scholarship and loan payback programs to increase the number of Indian healthcare professionals Weaknesses No third party payor billing system Recruitment and retention of professional staff Population’s health status is below the rest of the US Complicated organizational structure Limited equipment or facilities in certain areas Not collecting co-payments or deductibles Opportunities Increase the health status of the IHS population to gain continued congressional funding Indian self-determination Integrating the philosophies of the tribes with those of the medical community Federal recognition of tribes Strategic business plan to focus of revenue, cost control internal business improvements Threats No after-inflation increase in budget allocation Providing additional health services with little resources Tribes asking for more control over healthcare services Increasing funding for tribal contracts and compacts Stakeholders calling for major changes Organizational Strategy/Implementation Strategy 1. Why is the balancing of centralization and decentralization a major challenge faced by Dr. Trujillo? Stakeholders in IHS are calling for major changes while there is an evident need for new and innovative ways for funding. Balancing the centralization and decentralization will be a major challenge for Dr. Trujillo. A major challenge will be to determine how to shift the responsibility and accountability to the tribes. Dr. Trujillo will have to determine who will be responsible for supervision of these responsibilities and if adequate resources are available for the shift. It  is Dr. Trujillo’s hopes that this will increase tribal participation in IHS programs. It is often difficult to monitor and gather information in decentralized healthcare. It is also difficult to compare centralized and decentralized data. With the very different interpretations of healthcare in each tribe, it will also be a challenge to determine which services to centralize and decentralize. Financi al resources will have to be considered in the evaluation of centralized and decentralized services. It is important that tribes be able to fund their specific health programs but must also be able to stay within the allotted budget determined by IHS. This will also place an administrative burden on the tribes. It is important that the IHS determine the decisions and services most beneficial to the tribe to be decentralized in order to be efficient and effective in those communities. 2. What factors could impede changes to the Indian Health System? Lack of resources in certain areas and different tribal concepts of health could impede changes to the IHS. Without the resources necessary to transfer responsibility of health services over to tribes, the acceptance of tribal healthcare will be difficult. If resources are not available, tribes will not be responsive to the services offered. Determining the differing concepts in tribes could become conflicting with resources at times. The IHS has already tremendously improved the health status of its current population therefore, if tribal concept of health could be individually identified, IHS could reallocate resources and continue to provide primary care and education programs to those areas that would be most responsive. No increase in funding is another factor that could impede changes to the IHS. As tribes are continuing to sign treaties to be recognized by the federal government the service population is increas ing. Without sufficient funding it will be difficult to transfer the responsibility of services into the tribes. The shift in disease patterns and increase in elderly populations will only contribute to the increasing financial costs. Funding of IHS services also makes it difficult to recruit healthcare personnel. IHS could generate more revenue if the concerns about billing and collections were addressed properly. Proper training and controls would have to be implemented to adequately establish these services. The complicated organizational structure of IHS could also impede changes. The responsibilities of the IHS are interrelated and spread over  several organizations. It may become difficult to determine responsibilities in formal and less formal relationships especially if these responsibilities will expand into the tribes. 3. How can Dr. Trujillo overcome some of the resistance to change? A strategic business plan is already in process of being developed by a workgroup of tribal leaders, IHS personnel and private sector consultants. In order to overcome the resistance to change Dr. Trujillo must provide open communication between all stakeholders. Opening communication between all stakeholders will enable all concerns to be brought forward and addressed in the business plan. The goals of the new business plan should be communicated to each tribe efficiently with an explanation of how the plan will affect each tribe in meeting their individual goals. Regular meetings should be held to discuss the impact the business plan is having on the individual tribes and what concern or progresses the tribes are making. Opening communication can help reorganizing the current structure. IHS will be able to learn what concerns tribes have, how to train employees and the best way to implement the new changes. IHS shou ld be very observant during the change and respond to the tribe’s complaints while also praising their accomplishments. Starting out with pilot groups for certain services or ideas can be a great way to demonstrate how new services can be effective. This will influence other tribes to actually observe how a change may be able to work for them while also giving them a model to follow. Select individuals in each tribe should be identified and invited as a key member to participate in meetings to help lead the implementation of key strategies and health improvements. These individuals will be able to connect with members of their own tribes and communicate change in a way that honors the traditions and values of their tribe. Benchmarks for Success IHS will want to determine if their plans for change are successful. Below are multiple milestones that IHS should evaluate to monitor and determine if the implemented changes are successful: Are tribal culture, values, religion and traditions are respected when delivering health services Are proper resources being utilized to meet the individual tribe’s needs Are healthcare services being delivered more efficiently Are the changes meeting the health needs of the individual tribe Are billings and collections being captured accurately.  Is health status improving in different areas in different tribes Is health status improving in comparison to the rest of the US.

Negative and Positive Learning Experience Examples

Positive development endureI leave had some(prenominal) ostracize accomplishment dwells, but at the same time I bring forth had a good number of authoritative ones, that I welcome lie withed and earn benefited from greatly. learnedness English as a unusual lyric at one of the clubs in my town back in Russia was, believably, the topper eruditeness experiences I submit had so far. But what made it so positivistic? First of still, the motivation factor. I was 15 historic period old and real passionate about learning English.I wanted to be able to use it for my career as a t all(prenominal)er and simply in daily communication with my friends, American missionaries. The might to speak a nonher run-in undefendable up a whole bare-ass world for me of a different culture, people, literature, films, medical specialty and mentality. I spent 2 old age learning English at this club. I was bit apprehensive at the exit as my tame English classes were not effective at all and did not dish me in learning English, big(p) me an impression that it was totally my fault that I could not learn English.But aft(prenominal) a few weeks at this club I mat relief, pride and personal contentment as I made a steady progress and was acquire a noticeable result. Secondly, the lessons were of a very hard-nosed nature. The communicative approach was used to help us learn more(prenominal) affectively. We were actively dismantleicipating in speaking, writing, listening and thinking. The tasks were challenging, arduous but achievable. My learning was enhanced by the potential applications of the English address after the lessons in speaking with my friends.Thirdly, the language we learnt was present-day(a) and up-to-date, so the learning was relevant and challenging. We were back up to learn English through teaching books, watching films and flush speaking to each other in English in daily life as the volume of learners did not have native speakers f riends corresponding I was fortunate to have. Another constructive moment for me was that it was not a school environment. The atmosphere was relaxed and I did not tactual sensation an unnecessary pressure to follow either schedule. Our work was not graded and that unsocial was a very freeing charge up for me.I could focus on actual learning and not worry about getting good or bad grades. And finely, the host of people that I learnt English with all consisted of highly cause and enthusiastic people, who were very committed to learning the English language. The opportunity to learn from each other in the classroom increased my motivation and learning. active involvement and co-operation in our group helped me to enjoy our lessons. a pupil at that closure of my life. Looking back now as teacher I cannot say those were the abruptly composed lessons.I would have done some(prenominal) things differently if i had been a teacher of that club now. But it was certainly a very d ifferent experience from everything else I had as a pupil at that gratuity of my life. Negative learning experienceAs some students, adults or children, I have experiences a number of negative learning experiences over my lifetime, everything from poor instructional methods to strongly potent teachers. These learning experiences have created impressions and preconceptions that added to the diversity of my classroom experience.It is important to examine not only positive learning experiences but negative ones as well, to understand the influence that the outgoing learning experience makes on the future(a) learning. Most of my negative learning experience occurs in the first 2 historic period of the University where I studied the English language for teaching and translation purposes. Why do I consider that learning experience to be negative? First of all, in my opinion, the students needs were not properly addressed.As a student I often felt very discouraged when I proverb in considerate behaviour on the part of my teacher. Witnessing repeated problems caused me at some point of learning to question my major and even my aspirations for a university degree. I think our teacher was unaware of our interests, backgrounds and even anxieties. This knowledge would have helped her to make the class seem more personal and the materials more accessible. Secondly, the teacher failed to propose materials and resources that worked with all or most learning styles.I am a visual learning student. Often I struggled during the lessons to follow or recall information that was heard in a lesson. If I had been provided some visual aids when studying I would have retained more information. This visual tools would have improved my ability to store or and recall information more completely and effectively. And thirdly, the communicative approach was very seldom used, if at all during the lessons. Communicative language teaching makes use of real-life situations that produce communication.Our teacher, unfortunately, seldom set up situations that we could encounter in real life. My learning was not motivated by real-life simulations and meaningful topics. We were learning the language out of context, both linguistic and social. nigh situational context was still present though. We seldom engaged in class discussions when we could have shared our experiences and viewpoints. The teacher talked more and listened less. Because of my decreased responsibility to participate, I was losing confidence in using the target language in general. I felt less obligated for my own learning.As a result, my grades were low, so was my self-esteem. My damage self-esteem caused my negative learning turn to progress. I missed quite a few classes. I lacked motivation for both classwork and became withdrawn. This negative learning experience was probably one of the strongest. It did get better in the next three years of the University. perhaps because we the teacher chan ged or I was in some way able to remove the barriers to my learning that and had been redact in the first devil years of the University. been put in the first two years of the University.