MBA Career Opportunities by Field of Study

MBA Career Opportunities by Field of Study An MBA (Master of Business Administration) degree opens up a wide variety of career opportunities, depending on the specialty you choose. Nearly every industry imaginable has the need for someone with an MBA. The type of job you can get will depend on your work experience, your MBA specialization, the school or program you graduated from, and your individual skill set. MBA Careers in Accounting MBA students who specialize in accounting could choose to work in public, private, or government accounting careers. Responsibilities may include managing accounts receivable or accounts payable departments and transactions, tax preparation, financial tracking, or accounting consultancy. Job titles may include accountant, comptroller, accounting manager, or financial accounting consultant. MBA Careers in Business Management Many MBA programs offer only a general MBA in management without further specializations. This inevitably makes management a popular career option. Managers are needed in every type of business. Career opportunities are also available in specific areas of management, such as human resources management, operation management, and supply chain management. MBA Careers in Finance Finance is another popular option for the MBA grad. Successful businesses always employ people who are knowledgeable about various areas of the financial market. Possible job titles include financial analyst, budget analyst, finance officer, financial manager, financial planner, and investment banker. MBA Careers in Information Technology The information technology field also needs MBA grads to oversee projects, supervise people, and manage information systems. Career options can vary depending on your MBA specialization. Many MBA grads choose to work as project managers, information technology managers, and information systems managers. MBA Careers in Marketing Marketing is another common career path for MBA grads. Most large businesses (and many small businesses) use marketing professionals in some way. Career options could exist in areas of branding advertising, promotions, and public relations. Popular job titles include marketing manager, branding specialist, advertising executive, public relations specialist, and marketing analyst. Other MBA Career Options There are many other MBA careers, including entrepreneurship, international business, and consulting. The MBA degree is highly respected in the business world, and if you network properly, update your skills regularly, and stay abreast of the industry you are interested in, your career options are virtually endless. Where to Find MBA Careers Most quality business schools have a career services department that can assist you with networking, resumes, cover letters, and recruiting opportunities. Take full advantage of these resources while you are in business school and after graduation. Online sites specifically dedicated to MBA graduates are another good source for your job hunt. A few to explore include: MBACareers.com - A place to search for jobs, post a resume, and explore career resources.MBA Highway - Provides online networking community, job search resources, and a job search engine powered by Indeed.The Best Consulting Firms for MBAs - A list of ThoughtCos best places to work as a consultant using your MBA degree. MBA Career Earnings There is really no limit to what you can earn throughout an MBA career. Many jobs pay in excess of $100,000 and allow for opportunities to earn bonuses or additional income. To determine average earning for a specific type of MBA career, use a Salary Wizard and enter the job title and location.

File Sharing Systems essays

File Sharing Systems essays Hochschule fr Wirtschafts- Wahlteil Neue Medien Medienarchitektur 1.2. Netzwerkprotokolle TCP/IP 4 1.2.1. Transmission Internet Protocoll 4 1.2.2. Internet Protocoll 5 1.2.3. TCP/IP ist das Internet 6 1.2.4. IP Adressierung 6 2.1.3. Wirtschaftliche Aspekte 9 2.1.4. Konklusion Extrapolation 9 2.2.2. Technische Aspekte 10 2.2.3. Wirtschaftliche Aspekte 11 2.2.4. Konklusion Extrapolation 12 2.3.2. Technische Aspekte 13 2.3.3. Wirtschaftliche Aspekte 14 2.3.4. Konklusion Extrapolation 14 2.4.2. Technische Aspekte 15 2.4.3. Wirtschaftliche Aspekte 16 2.4.4. Konklusion Extrapolation 16 2.5.2. Technische Aspekte 17 2.5.3. Wirtschaftliche Aspekte 18 2.5.4. Konklusion Extrapolation 19 3. Neue Problematiken Denkanstsse 19 3.3. Kriminalitt Cyber Terrorismus 20 3.4. Vom glsernen Brger zum glsernen Kunden 20 4. Konklusion Extrapolation 21 Einfhrung Die als weitgehend institutionalisiert geglaubten, auf Client Server Modellen basierenden Kommunikationsstrukturen des Internet unterziehen sich zurzeit einem rasanten Wandel, dessen Konsequenzen das Internet und seine Community wieder zu ihren Wurzeln archaischer wie auch basisdemokratischer Verstndigung fhren knnte. Client Server Modelle, synonym fr kostenintensive Infrastruktur, Wartung und Bedienung wie aber auch fr leichte Kontrolle und somit problemlose Einbindung in bestehende Geschftsmodelle der Old Economy, scheinen zurzeit vom Organismus Internet wie ein systemfremdes Bakterium abgestossen zu werden. Tatschlich liess der als zentral zu wertende Bereich der Kommunikationsformen als Basis jedweder Verstndigung bisher stark Attribute wie Innovationskraft, wie Wandel und Dynam...

Drunk Drivers Should Have Their License Revoked Essay

Drunk Drivers Should Have Their License Revoked - Essay Example Most of the drivers who cause accidents because of driving under the influence of alcohol do not get the punishments that they deserve. In most cases, they have their licenses suspended for a few weeks and have to pay a fin. In some cases, they do not even get their licenses suspended. This means that they are legally allowed to go out and drive again. This increases the chance that they will repeat the drunken driving offense. It is interesting to note that most of those who cause accidents while driving drunk have previously committed the offense. The only way to ensure that people who have been found to be driving under the influence do not repeat the offense is revoke their licenses permanently. The permanent revocation of the license is punishments that will make people avoid committing the offense, as they do not want to lose their licenses. Driving while under the influence of alcohol is a choice that the driver makes, and it is a choice that puts him and other people at the risk of injury or of death. As such, it is necessary to harsh penalties to be imposed on those found to be guilty of the offense. The harsh consequences of the action should not have to wait until a person has committed the offense repeatedly. A penalty as strict as the revocation of a license is enough to make people avoid committing the offense. It therefore acts as a deterrent measure (Ross and Gonzales 380). ... The permanent revocation of the license is punishments that will make people avoid committing the offense, as they do not want to lose their licenses. Driving while under the influence of alcohol is a choice that the driver makes, and it is a choice that puts him and other people at the risk of injury or of death. As such, it is necessary to harsh penalties to be imposed on those found to be guilty of the offense. The harsh consequences of the action should not have to wait until a person has committed the offense repeatedly. A penalty as strict as the revocation of a license is enough to make people avoid committing the offense. It therefore acts as a deterrent measure (Ross and Gonzales 380). Another reason as to why people found to be driving while having alcohol levels that exceed the legal limits should have their licenses revoked is that suspension of licenses has not been found to work. The temporary suspension of licenses does not achieve the intended purpose as most drivers find it too lenient and are therefore likely to repeat the offense. The permanent revocation of the license is a stricter penalty and will deter people from drunk driving. If one is allowed to have their license after driving under the influence of alcohol, it is likely that they will cause an accident that may lead to the loss of life. Some people argue that permanent revocation of a license will not work as people may still drive even without the license. It is also argued that despite the strict penalties for drunken driving people still drink and drive. This assertion is however incorrect as it has been seen that penalties for drunken driving are

Customer Relations Management in the British Petroleum Company Essay

Customer Relations Management in the British Petroleum Company - Essay Example This type of treatment makes me feel that the company is not apprehensive about their customers because the employees do not put in an extra effort in associating with them. The behavior of staff members towards their customers also makes me feel that the company neglects and demoralizes its customers from consuming and frequenting their stores. This negative image results from their staff members’ lack of concern for customers and unfriendliness. According to the treatment that the company staff gives their customers, I would suggest that the company does keep a centralized repository for their data. This is because their respective branches do not share information concerning their customers. This is evident from the fact that despite visiting a specific branch for a certain amount of time and purchasing large amounts of the product, I still receive no recognition from the other branches. Their customer management strategies do not also seem to emphasize on the importance of strengthening their customer relationships. This is clearly depicted from the indifferent behavior that their members of staff have on their customers including me every time they come to their business premises. The Bank of England, which was officially incorporated in the year 1694 as a joint stock company is another company that I frequently visit. The banking institution is responsible for offering cash along with credit facilities to a wide range of customers across the nation. The bank has opened branches in several areas of the country and their staff members regard their customers with high esteem. This is evidenced by the reception I receive any time I visit any of their branches across the country. Their reception is warm, friendly and caring with most of their staff seeming to know me despite them being strange to me. This tends to make me feel valued by the company and it has increased my confidence when dealing with them. The company seems to keep a distributed reposit ory for their data as evidenced by their staffs’ ability to know their customers and having their personal details. The bank’s values emphasize on putting their customers first along with making their main objectives customer oriented. The Bank of England involves itself in several activities to fully identify their customers in the broadest possible form. These include the activities of brainstorming, conducting market research, marketing, creating their customer profiles, and the provision of questionnaires. It also includes the activities of evaluating customer needs through carrying out of surveys, conducting interviews directly with them and offering promotions. Finally, the bank involves itself in the activities of strategizing and copying recruitment activities of their competitors in the industry. These activities greatly assist the bank in the identification of their different customers across the country. The bank involves itself in the activities of knowing their customers by interrogating various groups of experts and technicians concerning their most likely markets. They gather information concerning their customers’ financial abilities along with their sources of income. This greatly helps the bank to determine how they will manage and retain their customers whilst remaining profitable. Performing market research involves the evaluation of their customer’

To Change Helmet Law with no exceptions Essay Example for Free

To Change Helmet Law with no exceptions Essay Motorcycle is a popular means of transport in United States of America. It is used either for sports or purely as a means of travel. In Law terms motorcycle is defined as a motor vehicle that has rider’s saddle designed to be moved on the land by less than three wheels. Just like any motor vehicle, motorcycle has devices that are meant to protect a rider from: strong wind, falling objects and injuries in case of an accident. Protective devices include jackets, special pants, helmets among others. Helmets are very important devices that protect the rider by reducing the impact in case of an accident. It protects the head, one of most important parts of the body that houses the brain, eyes, nose and other vital organs. Studies have shown that in case of an accident most of the riders who had helmets had none or had less serious injuries. This shows how vital this protective gear is, it’s a matter of life and death. It is not enough to just wear a helmet a rider should only use a gear that meets Federal Motor Vehicle Safety Standards to ensure maximum protection.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   United States motorcycle laws require that riders wear helmet but there are exceptions when it come to the age of a rider. States laws have the same exception clause for example in Florida if a rider is over 21 years of age one is exempted as long as he or she has a at least a medical insurance cover of 10,000 dollars while in Louisiana the law makes it optional for those who are over 18 years and has a proof of a medical cover of a at least 10,000. Some states such as Iowa and Illinois have no restriction as far as helmets are concerned. It is not mandatory to wear this protective device in these states. They leave it to the rider’s discretion to choose on whether a helmet will be part of their safety devices or not. (Adams J.G., 1983)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In   the September 1979 issue of Institute of Transportation Engineers journal Chang C.S states that laws recognize the importance of wearing helmets in protecting the riders against serious head injuries, but when it exempts some groups of people, their lives which it purports to protect are exposed from danger of their own making. These exceptions relaxes the law making it less effective in terms of safeguarding our safety at the same time entertaining violations since it is impossible to know whether one has fulfilled the conditions of age and personal accident cover unless thorough scrutiny is employed and in some cases an accident and probably death will have occurred.[34-8]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In spite of the fact that law requires people of minority age wear helmets, this age group is known to violate these rules and when an accident occurs they suffer serious head injuries which are in some cases fatal. At the same time accident knows no age boundary, riders who are over 18 years and in some states over 21 are prone to accidents. Therefore having exceptions on assumption that a person of majority age is either responsible or will ride cautiously is baseless.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some of the motorcyclists who cruise on our highways at dangerous speeds are inexperienced and careless they not only put the lives of others in danger but theirs also. Since most of them are ignorant of their safety and so much in hurry, protective device will be the last thing in their mind but if some strict rules are put in place having no exemptions, the rider will stop and think about a helmet if not for protection to avoid rubbing the law enforcers the wrong way. This will go along way in reducing fatalities and permanent disabilities in our highways making them safer. Hurtunian N.S. et al [1983] in their article The economic of safety deregulation. noted that there are millions of motorcyclists in United States, this is enough to take some urgent measures and make our laws to safeguard their lives and make millions of others who directly depend on them have a peace of mind. [14] These policies were supposed to be in place yesterday meaning time is of essence, further delay indicates that many Americans will continue to die due to causes which are preventable. National Highway Traffic Safety Administration report shows that more than 4000 motor riders died in United States roads in 2004, this figure represented an eight percent increase. Fatalities as result of motorcycles accidents account for five percent of all accidents in United States. If this is not enough to make our lawmakers take a step and put the necessary measures in place this figure can only move northwards.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dare, C.E. et al [1979] argues that since it is mandatory for every auto mobile using roads in United States to have safety belts. It is not stated that those who are of certain age are exempted from this rule, since motorcycles use the same highways it leaves no doubt in my mind that the same no exception rule should be applied to motorcyclist. Applying laws selectively only makes implementation difficult. Motorcyclist in Illinois and Iowa are at the same risk of injury and probably death as those in Texas.Harmonisation of policies requiring use of helmets for all will make this man made machine a safe vehicle for use regardless of age.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is common knowledge that motorcycle account for only two percent of all the motor vehicles that use our roads yet in terms of fatal accidents involving them the figure is a worrying nine percent, surely something must be done here. All motorcyclists should be required to have this device whenever on ride and this should also apply to any other occupant. In states where policies have been strengthened requiring all rider use helmet there have been a significant drop in fatalities. Through implementation of laws in California exempting no one in 1992 there was a reduction in fatalities by thirty six percent. Relaxation of rules has had serious implication with Texas reporting decline in usage of helmet and increase in serious injuries and fatalities. Luna G.k. et al in the August 1981 edition of The Western Journal of Medicine emphasized that helmets can save lives and I truly agree with his sentiments and its high time that our policy makes understood this and change the laws in all our states requiring all to wear helmets and help reduce the motor accidents fatalities and serious head injuries [135-9] Work cited Chang, C.   A Cross cultural Classification of Effective Use of Helmets in motorcycle,   Ã‚   Accident Injuries, Institute of Transportation. Engineers Journal. September. 1981 Hurtunian N.S., Et al.   The Economics of Deregulation: Lives and Dollars Lost Due to    Repeal of Motorcycle Helmet Laws. Journal of Health Politics, Policy and Law. 1983 Dare, C. Et al. Effects of Motorcycle Safety Helmet Use on Injury Location and Severity:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before and After Helmet Law Repeal in Colorado. Institute of Transportation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Engineers Journal, October. 1979; 14-18 Luna G.K. Et al. The role of helmets in Reducing Head injuries a From Motorcycle   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Accidents: Apolitical or Medical issue? The western Journal of medicine. August,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1981. Adams J.G, Public Safety legislation and the Risk compensation hypothesis of   Ã‚   Motorcycle helmet Legislation Environment and planning. 1983; 45-50

Multiculturalism In Canada :: Immigration, Ethnic Diversity

Multiculturalism is a part of any country.There are Jews in Germany, Poles in Ireland, Asians in Canada and so on. I believe multiculturalism is a good idea. It provides a wealth of cultural activities, foods, and different views of life. No one is really a true Canadian besides the native people. We are all part of a vast society we call Canada. In Canada we pride ourselves in being a mosaic, so to speak,unlike the United States where they are a so called melting pot so that if it doesn't fit they make it fit where as we change to adapt. The many cultures existing in Canada have created a rich cultural experience. An example is our Heritage Day celebrations where we celebrate our various diversities. Did you know that the most commonly spoken language in Vancouver is Mandarin Chinese and other dialects of Chinese? People may be shocked but it's true because we are a free country and allow lots of immigrants in. The fact is that we may have to close our doors to immigrants because sooner or later the social system will break down. We will not be regarded as the great free country that accepts so many immigrants.Although I hope we do not come to this point,I fear it will happen. Language is a part of multiculturalism. Evidence of this can be found in some many cities and towns. You will see signs in English or French and under them, you will see German , Japanese ,Arabic etc..Other examples of this are newspapers and media productions in varying languages. People that have a choice as to where they want to immigrate to , usually choose Canada because Canada is a great place to live according to U.N. statistics. Some people don't like multiculturalism and form cults, an example of which is the KKK. They are dead set against black people and believe in white Multiculturalism In Canada :: Immigration, Ethnic Diversity Multiculturalism is a part of any country.There are Jews in Germany, Poles in Ireland, Asians in Canada and so on. I believe multiculturalism is a good idea. It provides a wealth of cultural activities, foods, and different views of life. No one is really a true Canadian besides the native people. We are all part of a vast society we call Canada. In Canada we pride ourselves in being a mosaic, so to speak,unlike the United States where they are a so called melting pot so that if it doesn't fit they make it fit where as we change to adapt. The many cultures existing in Canada have created a rich cultural experience. An example is our Heritage Day celebrations where we celebrate our various diversities. Did you know that the most commonly spoken language in Vancouver is Mandarin Chinese and other dialects of Chinese? People may be shocked but it's true because we are a free country and allow lots of immigrants in. The fact is that we may have to close our doors to immigrants because sooner or later the social system will break down. We will not be regarded as the great free country that accepts so many immigrants.Although I hope we do not come to this point,I fear it will happen. Language is a part of multiculturalism. Evidence of this can be found in some many cities and towns. You will see signs in English or French and under them, you will see German , Japanese ,Arabic etc..Other examples of this are newspapers and media productions in varying languages. People that have a choice as to where they want to immigrate to , usually choose Canada because Canada is a great place to live according to U.N. statistics. Some people don't like multiculturalism and form cults, an example of which is the KKK. They are dead set against black people and believe in white

Contention about gay marriage Essay

Everyone has the right to get married, right, they should not be judged on who they are and what they believe. Everyone is equal and has equal rights I doesn’t matter what type of sex they are. Same-sex couples want to marry for all the same reasons as their opposite-sex counterparts. These reasons include: for legal security, to publicly celebrate their commitment, to provide greater legal protection for their children, or simply because they are in love. According to a national study by researchers at the University of Queensland, 54% of Australian same-sex partners would marry if they had the choice. 80% of Australians in same-sex relationships support marriage equality even if they do not wish to marry. First, we will look at the benefits that flow to same-sex couples who marry. This is followed by the wider social benefits that come from removing discrimination from the Marriage Act and ensuring equality for same-sex couples. Marriage has evolved throughout history, so it can change again. Different cultures have treated marriage differently. Some promoted arranged marriages. Others tied marriage to dowries. Still others saw marriage as a political relationship through which they could forge family alliances. But all these variations still embraced the fundamental, unchanging essence of marriage. They still saw it, in general, as a public, lifelong partnership between one man and one woman for the sake of generating and raising children. This understanding predates any government or religion. It’s a pre-political, pre-religious institution evident even in cultures that had no law or faith to promote it. Yet, even supposing the essence of marriage could change, would that mean it should? We know from other areas of life such as medical research and nuclear physics that just because you can do something doesn’t mean you ought. After all, such action may not be ethical or serve the common good. Even if this argument had historical basis, it would not necessarily be a good reason to change the meaning of  marriage.

Life Is so Good

Shauntral Pollard Mrs. Judice English 1302. 02 March 6, 2013 Life Is So Good Test George copes with his illiteracy with a positive attitude. An incident happened when George was trying to board a train, but he wasn’t able to because his ticket was only a one-way travel. The ticket master said to him, â€Å"read the ticket† and after this incident I believe George’s view toward learning changed. I believe George would have been a great scholar because of how he was able to obtain knowledge by watching and listening.He would even recall life lessons his father and mother taught him as he encountered different situations. George’s advantage in life was he was able to travel and his father raised him to be a responsible man. Although he came from a poor family, George was very hard working and responsible. George was rich with common sense and humbleness. He never stepped over his boundaries and did whatever he was asked of him, never complaining and doing his entire jobs well. The students were drawn to George because he had been all over the country and he was very wise.George was 100 years old and he had a knowledge base one could only hope to gain. He would always be to school early ready to learn and I believe his eagerness to learn inspired young and old. The advice George’s father gave him made realize every person is different. He should not judge a person because of all the hardships he and his family had to face growing up in the South. I think his father wanted to keep George focused so his state of mind would not have him thinking he was better than another person.Although George had a lot of good and bad experiences, he still remained modest and friendly. George would answer the question, †What makes life worth living? †, by saying each person makes his or her own life worth living. A person will either make life hard or easy. George’s life was so good because he had all he needed and his life was f ull of great experiences. George truly enjoyed aspect of life and did not worry about what life had to bring his way. He really was a great human being and many of us could take a life’s lesson from him on how to be genuine on how to treat others who are different.To George, it did not matter what background a person came from because their actions would speak louder than words. When George said, â€Å"there are some parents these days that are growing children, not raising children, â€Å"I believe he meant the children now are being raised by the television, game systems, or the internet. I totally agree with him because when I grew up we had to spend time either listening to our parents or had a time when we had to go outside the house and play. Parents need to become more involved in their children’s lives and not allow the digital age to be the supervisors.George Dawson’s attitude impacted his life in a major way. He knew he could not change the laws or t he way people felt, so he decided not be angry. People who have a positive attitude are able to have a great lives and that is what George did. His humble attitude kept him from getting into trouble or being around the wrong person. Most people would have been miserable or depressed because of the type of life George had to lead. But not George, he remained the same until the end.

Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting. The WritePass Journal

Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting. Introduction Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting. IntroductionDefining the term ‘Additional needs’Legislative framework.Education and Library BoardsIntegrated approachBenefitsConclusionReferencesRelated Introduction Many families who have children with additional needs often fear sending their children to mainstream schools (Wang 2009). Such parents often fear that their children will not be treated equally in mainstream school, and also worry about how well their specific needs can be met (NCSE 2011). As such they often place them in special settings with low student-pupil ratios and with specialized teaching. However, the effectiveness of special settings has recently been questioned. Placing children with special needs in special settings has been a subject of considerable debate over the past few years (Wall 2011). While the general public view is that special needs students can benefit from individual and small group instruction, there is no compelling evidence to support this claim. In fact, the opposite seems true. According to a study conducted by Casey et al (1998), it was found that special schools with curricula designed specifically for special needs students did not necessarily result in better improvements in children’s cognitive ability or developmental outcomes. A similar study by Bunch Valeo (1997) came to similar conclusions It was claimed that special placement of children with additional needs has not demonstrated substantive advantages over mainstream classes, despite specialized teaching and lower teacher to pupil ratio. More recent researches by Brown et al (2005) and Allen Cowdery (2005) have made similar conclusions. In this regard, this paper examines the key benefits and challenges of an integrated approach to working with children with additional needs and their families in an early years setting. Defining the term ‘Additional needs’ Before exploring further, it is worthwhile to first define the term additional needs. This term is used in reference to certain conditions or circumstances that might lead to children requiring special support (Owens 2009). Children with additional needs are mainly those that have health conditions and needs related to learning and physical development (Roffey 2001). That is, children with additional needs include: those who are physically handicapped, those with developmental delay or intellectual disability, communication disorders and those diagnosed with conditions such as Down syndrome, Autism or Attention Deficit Hyperactivity Disorder (Owens 2009). ‘Inclusion’ Having defined the term ‘additional needs’, it is important to understand the context in which the term ‘inclusion’ is used. As Connor (2006) points out, the concept of inclusion is used to describe placement of children with additional needs in regular settings rather than special facilities. It should be noted that inclusion goes beyond just teaching the child in inclusive classroom settings and includes the quality of the childs experience of school life and association with other peers. Legislative framework. Key legislations governing provision of services to special needs children include the ‘Education (NI) Order 1996’ and the ‘Special Education Needs and Disability (NI) Order 2005’ (DoE 2009). The former outlines the rights and duties of the following in relation to special needs students: schools, parents, Health and Social Services Boards, Education and Library Boards Department of Education It also sets out a Code of Practice and establishes an arrangement for issuing a statement and assessment of these children’s education needs (Porter 2003). The ‘Special Education Needs and Disability (NI) Order 2005’ resulted from amendments made to the first one to include the right of special needs children to mainstream education and introduction of new disability discrimination responsibilities (DoE 2009). Integrated approach In the UK, these children with special needs are integrated into the mainstream schools provided that there is adequate equipment, enough staff and the right resources to ensure that they achieve their full potential ( Heinemann Vickerman 2009). However, it is not mandatory for mainstream schools to enroll children with special needs. Rather, it depends on the ability of the school itself to meet their needs. If the mainstream school setting cannot provide for their needs, the child is placed under the local authority which then seeks to provide solutions (Silberfeld 2009). There is a growing recognition of the benefits of including special needs students in mainstream schools as opposed to remedial settings. Now more than ever, there is an increased emphasis on collaborative model and joint working to ensure that children with special needs are included in mainstream education (Duke Smith 2007). Perhaps this has been driven by the recognition of its benefits and increasing trend in children in need of special attention. The number of children with educational needs in the UK has been on the rise over the past few years. For example, their proportion as a percentage of the total school population increased from 14.6% in 2003 to 17.7% in 2007 (DoE 2009). Benefits There are several benefits for such an integrated approach to working with children with special needs. First, such inclusive programs will help other children to understand them, accept them, appreciate and value their similarities and differences (Sammons et al. 2003). This will enable them to see each person as an individual as opposed to seeing them in terms of their needs. Another benefit to such an integrated approach is the reduction in stigma. There is compelling evidence that shows that placing children with special needs in mainstream schools in the early stages can significantly reduce stigma (Griffin 2008). Inclusion programmes have the potential to facilitate a relationship that can be mutually beneficial for both groups of students. It allows children from both groups to develop awareness and to value their differences, thereby reducing stigmatization and labeling. An integrated approach to learning enhances social integration and reduces stigmatization and prejudice against children with special needs (Griffin 2008). Inclusion also reflects the acceptance of special needs children in the society. The integrated approach makes children with special needs to feel accepted to the society and by their peers and gives them a sense of belonging (Robinson Jones-Diaz 2005). Such inclusive programmes can as well be of benefit to the parents. All that parents want is for their children to live typical lives like other students including being accepted by their friends and peers (Owens 2009). Families’ visions of having their children experience typical life like other regular students can come true (Weston 2010)Furthermore, maintaining an inclusive setting can be more economical than running a special setting (Weston 2010). Additionally, the economic outputs can be greater when special needs students are educated in mainstream schools because of the self-sufficiency skills stressed in such settings (Mitchell 2009). Other benefits to such an integrated approach include: improved academic performance , opportunity to participate in typical experiences of childhood, and gaining confidence to pursue inclusion in other settings such as recreational groups (Jones 2004). Research seems to suggest that special need children perform better when placed together with other peers in the natural setting (Brown et al., 2005). As Allen Cowdery (2005) points out, special need children who receive services such as occupational therapy, language therapy and special education perform even better when provided with these services in the natural settings with their typically developing peers. Challenges While the arguments in favour of integration are valid, it should also be remembered that integration in itself is a two-way process. In most cases, the benefits of integration have been argued from the side of special needs student. What about the other group of students. Arent they going to be affected by the way services are devoted to special needs students? Such an integrated approach raises several key challenges. One particular challenge relates to the issue of fairness. Given their inclusion in mainstream classrooms, how can fairness be determined? What is fair for a typical average student? And what is fair for a special needs student (Swartz 2005)? It is questionable whether the educational needs of these students can be met in mainstream classes especially given that they requires some sort of specialized services and special attention as well. There is a danger that the attention given to the special needs students will affect the quality of services that the regular students receive (Hoccut 1996). Given the developmental delays that most special needs students experience, the other regular students may rate themselves with these students in terms of academic performance which eventually might lead to the decline in their creativity and critical thinking capabilities (Wang 2009). Can this be termed as fair to either group? This r emains a major challenge to such inclusion programmes. Another challenge relates to the aggressive nature of some of these children. Coping with emotionally and behaviourally disturbed children can be particularly challenging for both the students and teachers (Cohen et al 2004). This can be seen with the recent push by some schools for responsible inclusion. Some of these children mental health needs are beyond what the mainstream education can deliver and as such can be disruptive to other students. Schools have become de facto mental health providers for children with special needs yet they were not set up for such purposes (Heinneman Vickerman 2009). Despite these challenges, the focus should be on promoting integration of special needs students into the mainstream education. While there are many arguments in favour of and against integrations, the benefits for such integration are significant. Those in favour of special facilities argue that these facilities are best for children with special needs in that it helps them maintain self-esteem and experience greater success (Cohen et al. 2004). They argue that segregation helps them with self-esteem and protects them from stigmatization. To some extent, they raise a valid argument especially given that the mainstream schools do not have enough human resources and adequate material for catering for the needs of such children (Hocutt 1996). However, such an approach will only further enhance stigmatization and negative labelling. Also, it might lead to social isolation from their peers and a lack of academic press, and higher order thinking among children with special needs. Moreover, placing such students in special facilities conjures up images which render them as failures and this may further reinforce their low-self esteem (Cohen et al 2004). Perhaps this might be the reason why some of these students become physically aggressive or verbally abusive. They end up viewing aggression as the only way to be recognized (Cohen et al 2004). There are several benefits to such an intergrated approach to learning including better social adjustment and stigma reduction. Children with special needs may also benefit from inclusion programs through participating in typical experiences of childhood, gaining an understanding about diversity of people in the community, and gaining the confidence to pursue inclusion in other settings such as recreational groups (Nutbrown Clough 2010). Other regular students may benefit from the opportunity to meet and share experiences with special needs students, and developing positive attitudes towards students with varied abilities (Weston 2003). There is a need to ensure that these students receive as broad and balanced an entitlement curriculum as possible, similar to that received by the regular students (Cohens et al. 2004). Regardless of their condition or of the developmental delays that children with special needs may experience, they should all be allowed to learn and participate in everyday routines just like other children (Weston 2003).It should be remembered that children of all ages have the same intrinsic value and are entitled to the same opportunities for participation in child care. Conclusion Research has shown that special needs students who are mixed with their peers in mainstream classrooms are more likely to achieve better outcomes academically and socially while those in segregated classes fall further behind. There are, however, challenges to such an integrated approach to working with special needs children. Challenges related to coping with emotionally and behaviourally disturbed children and the challenge of ensuring fairness have been highlighted in this paper. Despite these challenges, the paper calls for an integrated approach to working with children with special needs. Unless there is a compelling reason to put special needs children in special settings, they should be placed in the mainstream educational setting. To ensure the success of this integrated approach, it is important that all the professionals involved value and appreciate their individual roles and those of others in order to ensure that these children receive best education, care and support. Families must also show their commitment to the multi-disciplinary partnership approaches. References Allen, K. E., and Cowdery, G. E., 2004. The exceptional child: Inclusion in early childhood. Albany, NY: Delmar. Brown, J.G., Hemmeter, M.L. and Pretti-Frontczak, K., 2005. Blended practices for teaching young children in inclusive settings. Baltimore: Paul H. Brookes Cohen, L., Manion, L. and Morrison, K., 2004. A guide to teaching practice. Psychology press Connor, J. (2006) Redefining inclusion. Every Child. 12(3) Watson ACT: ECA Department of Education (DoE), 2009. The way forward for special educational needs and inclusion. Department of Education Dukes, C. and Smith, M., 2007. Working with parents of children with special educational needs. London: SAGE publications. Griffin, S., 2008. Inclusion, equality and diversity in working with children, Professional Development. Oxford Heinemann, A. and Vickerman, P., 2009. Key issues in special educational needs and inclusion. London: Sage Hocutt, A.M., 1996.’Effectiveness of special education: is placement the critical factor?’ The Future of Children Special Education For Students With Disabilities, Vol.6 (1) Jones, C.A., 2004. Supporting inclusion in the early years. Supporting early learning. McGraw-Hill Mitchell, D. (ed) 2009, Contextualizing inclusive education. London: Routledge National Council for Special Education (NCSE), 2011. Children with special educational needs, National Council for Special Education Nutbrown, C. and Clough, P., 2010. Inclusion in the early years. London: Sage Owens, A., 2009. Including children with additional needs in child care. National Childcare Accreditation Council Inc. Porter, L., 2003. Young childrens behaviour. Practical approaches for caregivers and teachers. 2nd edition. London: Paul Chapman Publishing Robinson, K.H. and Jones-Diaz, C., 2005. Diversity and difference in early childhood education. Issues for Theory and Practice. Maidenhead: Open University Press Roffey, S., 2001. Special needs in the early years London. David Fulton Sammons, P., Taggart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford and Elliot, K., 2003.The early years transition and special educational needs (EyTSEN) project. London: University of Oxford Silberfeld, C. et al., (eds), 2009, UEL early childhood studies reader. London: Sage publications Swartz, S.L., 2005. Working together: a collaborative model for the delivery of special services in general classrooms. Wall, K., 2011. Special needs and the early years. A practictioner guide. 3rd edition. London: Sage publications Wang, H.L., 2009. ‘Should all students with special educational needs (SEN) be included in mainstream education provision? a critical analysis’. International Education Studies, vol. 2(4) Weston, C (ed), 2010. UEL special needs and inclusive education reader. London. Sage publications Weston, C., 2003. ‘Educating all: inclusive classroom practice’. In: Alfrey, C., Understanding Childrens learning. London. David Fulton.

Alexander the Great and the Battle of Chaeronea

Alexander the Great and the Battle of Chaeronea Conflict Date: The Battle of Chaeronea is believed to have been fought around August 2, 338 BC during King Philip IIs wars with the Greeks. Armies Commanders: Macedon King Philip IIAlexander the Greatapprox. 32,000 men Greeks Chares of AthensLysicles of AthensTheagenes of Boeotiaapprox. 35,000 men Battle of Chaeronea Overview: Following unsuccessful sieges of Perinthus and Byzantium in 340 and 339 BC, King Philip II of Macedon found his influence over the Greek city-states waning. In an effort to reassert Macedonian supremacy, he marched south in 338 BC with the goal of bringing them to heel. Forming his army, Philip was joined by allied contingents from Aetolia, Thessaly, Epirus, Epicnemidian Locrian, and Northern Phocis. Advancing, his troops easily secured the town of Elateia which controlled the mountain passes to the south. With the Elateias fall, messengers alerted Athens to the approaching threat. Raising their army, the citizens of Athens dispatched Demosthenes to seek assistance from the Boeotians at Thebes. Despite past hostilities and ill-will between the two cities, Demosthenes was able to convince the Boeotians that the danger posed by Philip was a threat to all of Greece. Though Philip also sought to woo the Boeotians, they elected to join with the Athenians. Combining their forces, they assumed a position near Chaeronea in Boeotia. Forming for battle, the Athenians occupied the left, while the Thebans were on the right. Cavalry guarded each flank. Approaching the enemy position on August 2, Philip deployed his army with its phalanx infantry in the center and cavalry on each wing. While he personally led the right, he gave command of the left to his young son Alexander, who was aided by some of the best Macedonian generals. Advancing to contact that morning, the Greek forces, led by Chares of Athens and Theagenes of Boeotia, offered stiff resistance and the battle became deadlocked. As casualties began to mount, Philip sought to gain an advantage. Knowing that the Athenians were relatively untrained, he began withdrawing his wing of the army. Believing a victory was at hand, the Athenians followed, separating themselves from their allies. Halting, Philip returned to the attack and his veteran troops were able to drive the Athenians from the field. Advancing, his men joined Alexander in attacking the Thebans. Badly outnumbered, the Thebans offered a stiff defense which was anchored by their elite 300-man Sacred Band. Most sources state that Alexander was the first to break into the enemys lines at the head of a courageous band of men. Cutting down the Thebans, his troops played a key role in shattering the enemy line. Overwhelmed, the remaining Thebans were forced to flee the field. Aftermath: As with most battles in this period casualties for Chaeronea are not known with certainty. Sources indicate that Macedonian losses were high, and that over 1,000 Athenians were killed with another 2,000 captured. The Sacred Band lost 254 killed, while the remaining 46 were wounded and captured. While the defeat badly damaged Athens forces, it effectively destroyed the Theban army. Impressed with the Sacred Bands courage, Philip allowed the statue of a lion to be erected on the site to commemorate their sacrifice. With victory secured, Philip dispatched Alexander to Athens to negotiate a peace. In return for terminating hostilities and sparing the cities that had fought against him, Philip demanded pledges of allegiance as well as money and men for his planned invasion of Persia. Essentially defenseless and stunned by Philips generosity, Athens and the other city-states quickly agreed to his terms. The victory at Chaeronea effectively reestablished Macedonian hegemony over Greece and led to the formation of the League of Corinth. Selected Sources Diodorus of Sicily: Battle of ChaeroneaAncient History Sourcebook: Battle of Chaeronea

Note Taking on the Current issues and the potential future of GM foods Essay

Note Taking on the Current issues and the potential future of GM foods - Essay Example They have various beneficial traits key among them being their herbicide e, and insect and viral resistance. Additionally, they also have some nutritional enhancements. Food allergy has been a major concern to most people on the use of the GM crops. This has related much to the amount, type and synthesis of the proteins in these GM crops. There are other risk issues but these too have had little to do with most of the technologies applied (Baram, and Bourrier, 2014, p.10). Summary; Risks and safety issues relating to the use of the GM food and feed have been of particular concern to the masses. Allergic reactions have been experienced by some users and thus safety assessments must be carried out for these foods and the technologies used in producing them. Based on these concerns, critics of the technology have engaged in various activities to dissuade consumers of the products using facts that are not true and whose results are pegged on misinterpreted data sets from inappropriate test systems (Goldstein, 2014, p.195). Goldstein, D. A., (2014). Tempest in a Tea Pot: How did the Public Conversation on Genetically Modified Crops Drift so far from the Facts?. Springerlink.com, x(1), p. 194–201.

Developing an Auger (Earth Drill) one stage Gearbox System. A Dissertation

Developing an Auger (Earth Drill) one stage Gearbox System. A comparing study between two planetary gears systems, spur and h - Dissertation Example On the other hand the helical gearbox design would require output bearings of 7309 BE while input bearings of 7209 BE. The gearing materials were found out best to be AISI 304 while the casing ought to be created from cast iron. Cost comparison shows that spur gearbox is much cheaper especially because of the lower cost of the ring spur gear in comparison to the ring helical gear. Therefore the spur gearbox design was chosen as the optimal configuration for the current problem at hand. Summary In order to determine the best possible solution for a gearbox for an auger earth drill an extensive investigation was carried out. The investigation was begun with a literature review of the relevant means to transmit mechanical power such as belts, shafts, torque converters, mechanical couplings and gears. Given the relative advantages of gears in terms of power and speed scaling as well as the cost, it was decided to stick with gears to power an auger earth drill. The commonly used gear type s which are spur and helical were dealt with in detail to understand their operational perspectives. Bevels gears were also investigated but rejected early on. Epicyclical gear trains were investigated in greater detail to achieve a functional yet compact gearbox. The three configurations possible which were star, solar and planetary were all looked at in detail. Given the gearing ratio of 5.4 to 1, the planetary gearing system was found to be most suitable and was thus used as the prime choice. It was also decided to perform a comparison between a spur planetary and a helical planetary gearbox to find out which one was better. The gear based calculations were carried out and the number of teeth was found culminating in the perfectly matching gearing ratio. The gear sizes were determined using the overall dimensions of the gearbox as a constraint. The number of planetary gears was chosen as three based on its load sharing and geometrical properties. Lubrication investigation was als o carried out in detail to find out a lubricant suitable for the gearbox. Bearing selection was carried out for the gearboxes (both the spur and helical gearboxes) based on their individual requirements. The types of bearings available were investigated at length in order to discern the best possible choice. Materials for the various parts of the gearbox were also considered in detail to discern the best possible choices. This was followed by the evaluation of spur gearbox and helical gearbox design based on cost as cost was considered as an important factor. The stress analysis of the gearbox components produced satisfactory results which indicated a large operating margin for the gears involved. Images The maximum and minimum stress levels are already pretty clear in this image and other images that I have sent you. The images are always going to be the same as the gearbox under investigation is the same. The yielding strength of the material is 550 MPa and the stress levels are a pparent on the picture. FOS FOS (Factor of Safety) is a measure used to indicate the relative resilience of a component to failure during normal operation. Generally the FOS is calculated by dividing the material’s own yield stress with the maximum available stress levels.