Gender Differences in Intelligence Essay Example | Topics and Well Written Essays - 3000 words

Gender Differences in Intelligence - Essay Example Therefore, these theoretical orientations emphasize that over time, different sets of conditions may influence the changes in children's behaviour in different stages of development (Piaget, 1952). Both the maturational and psychoanalytic theories highlight the influence of these internal variables in development of intellectual acumen and behaviour of children in relation to age. From that perspective, early childhood development can be considered to be expression of inborn predispositions primarily, which is an invariant innate process. According to these theories, a child's learning and intellectual development proceed according to a prefixed biologically dictated plan, which could have been determined by the specifics of genetics at the moment of conception. Therefore individual variations in intelligence and cognitive abilities can be reflections of differences in genetic traits. These theories which emphasize the dominant and determining role of innate and internal biological f actors as primary driving forces of early development can be categorized traditionally as nature side of developmental explanations. There is, however, considerable similarity among young children in the early part of their development when learning and education begin. These are best understood by maturational theories. It can be argued that if changes in children's behaviours and intelligence are conceived to be originating from inborn traits primarily, the role of adults would be to just provide appropriate conditions based on appropriate interpretations (Alloway, 1997). However, theories of education in early childhood are based on the belief that parenting and teaching can have considerable impact on the course of young children's development, both educational and intellectual (Jones Diaz and Robinson, 2000). Gender is a significantly important equity issue to be addressed with young children's' development and has consequently been incorporated into educational programmes in early childhood. Over time, research in this area has increased understanding and awareness of the ways gender operating in young children's lives, at least in the early phase of development. Years over, researchers have proposed that spatial and mathematical abilities domains point at gender differences in cognitive abilities since they were known to yield marked differences favouring the males (Ingraham, 1994). Other studies have revealed that throughout elementary school, girls clock better grades in mathematics and other subjects in comparison to the boys. Some researchers have shown that boys' advantage in mathematics is not prominent until secondary school. Current research throwing a close look at children's performance on specific intelligence and cognitive ability test items reveals that both genders are equ al in basic knowledge in mathematics with girls doing better in skills of computation. Despite controversies, boys' advantage appears in reasoning involving geometry and complex word problems. If mathematics or being good at mathematics is a measure of intelligence in early childhood, therefore, girls are no less than the boys (Katz, 1982). In comparison to past paradigms, there have been major

The role of social capital in the business start-up and Essay

The role of social capital in the business start-up and entrepreneurial development - Essay Example Capital, as stated by the economists, is a produced means of production. The expenditure incurred on capital in business is often termed as investment. This is because with the benefits of investments, an organization can generate economic surplus in future. The concept of social capital has gained importance in the contemporary business world. This concept was initially introduced by the sociologists and political scientists. In the current epoch, the concept of social capital withholds all those social relations that possess productive benefits within them. It is true that the success of growth or prosperity of an organization is derived with the help of easy access of financial or productive factor resources. However, goodwill and social relations are also important for determining factors that influence the success of a new business organization. The brand loyalty for a product can be developed by the consumers only if they are able to use the product. However, it is only social capital that can enhance the brand value of an organization at its initiation period. The business environments in the commercial marketplaces in the current era are highly competitive. In this situation, social capital acts as a core competence and helps a business to start-up efficiently. It also helps these new firms in developing and enhancing their entrepreneurial skills in business (Block, 1982). Literature Review The social capital largely helps the growth of an organization since its inception. Today at the business start up stage, the social networks of the entrepreneurs are utilized. In the later stage, the concept of networking between the business promoters falls under the context of social capital. It is true that by using social capital, the new business organizations gather human and financial capital in their business. This helps the organizations to develop their business in the contemporary competitive marketplaces. It is thus believed that in the modern days, succ ess of business organizations can only be achieved through a quantifiable amount of social capital. Unlike the concept of human and financial capital, social capital is intangible in nature and hence, it is highly difficult to measure it. It is thus true that the recent scholars face difficulty to precisely measure the exact amount of social capital required for business development. In 2001, Cote and Healy had stated that social capital relates to the norms, network and values of a business organization. Measuring the value of social capital has been considered to be one of the most primary tasks of World Value Survey in 2001. Hjollund and Svendsen had stated that the primary well-being of a new venture can only be established by the use of social capital (Stryker, 1998). In the society, social capital not only helps in the formulation of new business firms, but also facilitates the job creation activities. Thus, many economists suggest that in the long run, social capital helps to reduce the amount of unemployment. This is because social capital aids the formation of new firms or business ventures in an economy, thereby raising the employment opportunities in the same. It should also be analyzed that the rate of economic growth in a nation depends on the rate of new business formations. Thus, indirectly social capital is the underlying driving force for economic progress in a nation. In the

Knowledge-based organization

Knowledge-based organization Knowledge-based organization Introduction Most organisations in one way or another have embraced the notion that to operate effectively in todays economy, it is necessary to become a knowledge-based organization (Alvesson, 1993). But few truly understand what that means or how to carry out the changes required to bring it about. Perhaps the most common misunderstanding is the view that the more a companys products or services have knowledge at their core, the more the organization is, by definition, knowledge based. The knowledge-based society of the 21st century is characterized by knowledge generation as the primary source of wealth and social well-being. This economic development, facilitated by networked actions of a variety of global actors utilizing new information and communication technology (ICT) including Internet technologies, is fundamentally changing the rules of the game of performing in both private and public organisations. Accordingly, new concepts, frameworks, models and theories are required in order to increase our understanding of the principles of the creation and use of knowledge and information as a resource. This development both in theory and in practice is evident because, contrary to the traditional factors of production, knowledge and information are partly intangible in nature. It is therefore vital for organisations to provide a holistic view of contextual factors which have an impact on the creation, processing, storage, maintenance and use of information and know ledge as a resource. Moreover, organisations must know more about the means that affect processes related to knowledge and information. Knowledge-Based Organisation in Malaysia In the early 1980s, when the Japanese advances in the economy and began to make great impacts on the business state of affairs, knowledge work began to make headway to the workers levels. The Japanese enterprises show their way to knowledge work at the workers levels through such practices as QCC activities, 5S activities, Kaizen suggestion schemes and the like. These practices continue to contribute to improving productivity and competitiveness in production. By mid 1980s, Japan has overwhelmed other western companies and organisations with their low cost and high quality products by it techniques and quality tools. Malaysia as any other countries in the world is moving towards improving their information technology facilities and services. After achieving independence on 31 August 1957, Malaysia was basically a resource-based country and depending on the extraction of natural resources. The need to provide jobs for the local population then was one of the primary foci of the economic development plans. In order to compete with Japanese organisation success Malaysian government in the Malaysian Context of Industrial Development has emphasis learning in every national agenda. The Ministry of International Trade and Industry (MITI) Malaysia launched the First Industrial Master Plan, 1986-1995 (IMP1) in 1986 with the main focus is to rationalize the industrial growth process and the growth of manufacturing industry. The Malaysian Prime Minister first mooted Vision 2020 in 1991 and it is Malaysia national vision for the countrys continuing development into a developed nation (Ahmad Sarji Abdul Hamid, 1993). Even with the success of the IMP, the Total Factor Productivity (TFP) growth recorded over the period 1992-1997 was below the expected level. The manufacturing-based industrialization strategy will only take the country into an industrial society and this will not be sufficient to achieve the post-industrial/advanced industrial society and a civil society as envisaged in the Vision 2020 (NITC, 1998). As Malaysia prepares to become a knowledge-based economy, new strategic focus calls for the nation to work towards the digital economy and a knowledge-based economy. The national response to this is the National IT Agenda (NITA) to direct the progress and the Multimedia Super Corridor (MDC, 1999) and its associated programs that aim to create the IT waves towards this new economy (NITC, 1998). Organisations will have to refocus their strategies to be globally competitive. The new competitive strategy will be knowledge-based, and organisations will have to be knowledge-focused. Even if production of tangible outputs is the core business, the competitive strategy will have to be knowledge-based. In other words, the competitiveness of an organisation will be its knowledge rather than is physical outputs. The proposition here is that managing and exploiting organisational knowledge or knowledge management is a strategic focus for organisation to achieve competitiveness, and the learning organisation is the outcome of this strategic process. Knowledge Management initiatives are developing in a wide variety of government sectors in varying countries around the world and this conference will provide and intergovernmental forum for the discussion of best practice in public sector knowledge management. A recent survey reveals that 73% of governments feel they have made mistakes in setting up their online systems and 56% say that the work has taken longer than expected. Nonetheless, 89% are not yet tired of implementing e-government. By placing individual services on-line, government departments could achieve cost savings of up to 25 percent. If departments collaborate to provide a one-stop shop for a handful of services-say, by creating a World Wide Web site where you apply for a drivers license, pay a traffic ticket, and make an appointment for an emission inspection-the figure raises to 45 percent. Getting departments to collaborate is the tricky part. What is Knowledge? Knowledge as we all know comes from a cycle that involves the transformation from data to information and to knowledge. Information if it is not interpreted accordingly will not be knowledge. Knowledge is an organised combination of data, assimilated with set of rules, procedures, and operations learnt through experience and practice and without meaning knowledge are just information or data (Bhatt, 2001). It is only through meaning that information finds life and becomes knowledge (Bhatt, 2000). McDermott describes six characteristics of knowledge that distinguish it from information (McDermott, 1999): 1. Knowledge is a human act. 2. Knowledge is the residue of thinking. 3. Knowledge is created in the present moment. 4. Knowledge belongs to communities. 5. Knowledge circulates through communities in many ways. 6. New knowledge is created at the boundaries of old. In today competitive environment, organisations are competing which each other to achieve a high competitive advantage. In this era information is now considered as the most important assets in organisation. Information comes from knowledge and knowledge comes from the mind and experience of an individuals. Davenport and Prusak (1998) have provided the following definition of knowledge: Knowledge is a fluid mix of framed experiences, values, contextual information, and expert insight that provides a framework for evaluation and incorporating new experiences and information. If originates and is applied in the minds of knower. In organisations, it is often becomes embedded not only in documents of repositories but also in organizational routines, processes, practice, and norms. Knowledge management emphasizes on the inter-personal communication over the mere capture and storage of knowledge. Organizational intellectual assets and capital are the most priority aspects of the knowledge management efforts. Knowledge is the important elements in a value-chain. This value chain includes data, information, knowledge, wisdom, and the conceptualisation of knowledge management as a process of refinement, leveraging data and information to the more valuable level. These value-added elements can help organisations in problem solving and decision-making to improve performance and increase innovations. Innovation is an ongoing process in which organisations create problems, define them, and then develop new knowledge for their solution (Beveren, 2002). Knowledge Management Knowledge management is an emerging trend. This is because organisations have started to realize the importance of knowledge in order to achieve competitive advantage. Recent years have seen an explosive increase of interest in knowledge management. As well as a massive outpouring of books and articles on KM, many organizations have embarked upon their own KM programmes. A recent KPMG survey (KPMG, 1998) of 100 leading UK firms found that a staggering 43% of respondents were undertaking some kind of KM initiative. For an organisation to survive they must be able to move one step further from their competitors and would be able to differentiate themselves between other. Creating and sustaining a competitive advantage a one way of achieving goals. To coupe with these rapidly changing environments, organisations needs to know what are their corporate knowledge assets and manage these assets to sustain competitive advantage. Knowledge belongs to the family of progressively increasing corporate assets, like management systems, brand identity, customer information and corporate reputation (Pascarella, 1997). Knowledge is a person, highly personal asset and represents the collective expertise and efforts of networks and alliances. Knowledge management has becoming the most critical aspect in organisation to achieve competitive advantage. Nonaka (1991) stated that in an economy where the only certainty is uncertainty, the one sure source of lasting competitive advantage is knowledge. According to McCampbell (1999), to have a successful knowledge management projects, knowledge management was at least partially responsible for a major transformation of one large consulting firm and the transformation was all-embracing in terms of a marked improvement in financial result for the firm while engaged in knowledge management practices. Knowledge Management is multi-disciplinary approach and has now becoming very powerful concept. It is rapidly growing practice used as strategic tool for organisation to produce efficient and productive product and services. This concept helps organisations to seek and maximize value by helping people innovate and acclimatize in the face of change. As the world is moving towards a global knowledge economy, proper management and practice of knowledge can transform services and product and put value into it. As global competition based on knowledge intensive products or services swiftly increase, it is little wonder that organisations are seeking ways to harness knowledge through business strategies and knowledge management tools and techniques (Vandermerwe, 1997). Many organisations are already thriving in our increasingly knowledge-intensive world, often referred to as the new or knowledge economy. These organisations are achieving success by focusing on how knowledge can be used to deliver value to the organisation and its stakeholders. Knowledge management helps people prepare for an environment of constantly shifting demographics, industries, economies, and customer needs by ensuring that people have the expertise and information they need in order to properly assess business problems and opportunities. Knowledge Management is a process that helps organisations to find, select, organize, disseminate, and transfer important information and expertise necessary for activities such as problem solving, dynamic learning, strategic learning and decision-making (Gupta, Iyer and Aronson, 2000). Knowledge management caters the critical issues of organizational adaptation, survival and competence in face of increasingly discontinuous environmental change. Essentially, it embodies organizational processes that seek synergistic combination of data and information processing capacity of information technologies, and the creative and innovative capacity of human beings (Malhotra, 1998). Tacit and Explicit Knowledge There are two types of knowledge. Knowledge that cannot be articulated is called tacit knowledge. In organisations, tacit knowledge is the personal knowledge used by members to perform their work and make sense of their worlds (Choo, 2000). Tacit knowledge is also as important as explicit knowledge. The only problem that occurs is that tacit knowledge is hard to be explained and communicate. As Michael Polanyi the chemist-turned-philosopher who coined the term, put it, We know more than we can tell. Polanyi used the example of being able to recognize a persons face but being only vaguely able to describe how that is done. Contrast to tacit knowledge, explicit knowledge is the knowledge that has been articulated, capture in the form of text, tables, diagrams, product specifications and so on (Cortada, 2000). Explicit knowledge is also knowledge that is expressed formally using a system of symbols and can therefore be easily communicated and diffuse (Choo, 2000). This type of knowledge is the most recognized and captured by organisations. Most organisations concentrate more on explicit knowledge because it is easy to understand and capture (Barlow, 2000). Both tacit and explicit knowledge are very important and critical to organizational information or knowledge management system development. It is just a matter of identify and captured it to make it as an valuable assets. TACIT EXPLICIT INDIVIDUAL DEPENDENT Personal Tacit Self-Motivated Creativity Know-How Know-What Know-Why INDIVIDUAL INDEPENDENT Cultural Tacit Organisational Tacit (e.g. Causal Ambiguity) Regulator Assets (Copyrights, Patents, Trademarks) There are three types of explicit knowledge resident in any organisation 1. Cognitive knowledge, 2. Advanced systems skills, and 3. Systems understanding. In Figure 1, Meso and Smith (2000) described cognitive knowledge, also termed know-what is the basic mastery of a discipline that professionals achieve through extensive training and certification (Quinn et al., 1996). Advanced skills or know-how refer to the ability to apply rules of a discipline to complex real-world problems (Quinn et al., 1996). Systems understanding, also termed know-why is the deep understanding of the web of cause-and-effect relationships underlying a discipline (Quinn et al., 1996; Nonaka, 1991). The creation of new knowledge comes from the ongoing innovations form learning organisations. Therefore, organizational learning occurs at the intersection of tacit and explicit knowledge during the interaction of the various employees, departments or teams in an organisation (Nonaka, 1991). Sustainable competitive advantage results from innovation. Innovation in turn results from the creation of new knowledge (Meso and Smith, 2000). Knowledge Creation It is process how organisation gathers internal and external information in one system. Knowledge creation refers to the ability of an organisation to develop novel and useful idea and solution (Marakas, 1999). Nonaka (1994) identifies four mechanisms for knowledge creation: 1. Socialisation whereby one individual shares tacit knowledge with other. Sharing of experiences through observation, imitation and practice; 2. Combination whereby one pieces of explicit knowledge is combined with other; 3. Externalisation whereby tacit knowledge is made explicit; and 4. Internalisation process of experiencing knowledge through an explicit source, where explicit knowledge is converted into tacit. Meanwhile Rovertson (2001) has identified four types of organisational knowledge: 1. Conscious, which is an individuals explicit knowledge; 2. Automatic, which is an individuals implicit knowledge; 3. Objectified, which is explicit, social knowledge, and 4. Collective, which is implicit, social knowledge. Knowledge Capture Knowledge can be captured inside and outside organisation. The captured knowledge then will be integrated within one system in organisation as a resource. The purpose of knowledge management is to integrate internal and external knowledge at all time in order to cope with environmental changes both within and outside the organisation, to solve existing problem as well as to innovate for business expansion. Beveren (2002) provides a model where information is acquired through the sensors and processed in the brain by using prior knowledge (see Figure 1). Where: Knowledge is the stock of conceptual tools and categories used by humans to create, collect and share information. During the processing of information, new knowledge can be acquired or created for future use, when more or new information is acquired and processed. Knowledge Dissemination Knowledge dissemination in corporate knowledge is involving with the activity to disseminate or distributes knowledge to members in organisation. Knowledge benefited to organisation if they can disseminate. Knowledge needs to distributed and shared if an organisation to leverage value from it (Bhatt, 2000). Beveren (2002) illustrates how knowledge is transformed into information within the brain to be communicated externally through language or demonstration (see Figure 2). Language in this model includes all forms of communication, such as written, verbal and body language. In this model, the prior knowledge contained in human brains is required for the creation of information, just as the creation of knowledge often requires the input of information through the sensors to the brain. The initial formation of prior knowledge has been a huge area of debate for many years and has been discussed from two opposed positions, the empiricists and the nativists. Organizational Learning 2.5.3 Knowledge Sharing The organisational creation of differential knowledge, at its central part, springs unpredictably and unknowingly from social interchanges between competent organisations. Thus the importance of organizational behaviour in adapting to change is self-evident. Unfortunately, our understanding of the processes of organizational change is quite limited. The basic facts of human cognition are that our brains have the capacity to establish an extremely large number of possible networks of connections, but only a small fraction of this potential can be realized. Indeed, the growth of knowledge and the possibility of innovation depend on the incompleteness of present connections (Loasby, 2000b). Knowledge sharing only takes place on a significant scale where organisations have organized themselves into communities of practice. These communities need to be integrated to the companys strategy and its organizational structure.The phenomenon of communities of practice is known under different names. The World Bank, for example, is leveraging global knowledge sharing to attain its goal of becoming a clearinghouse for expertise on sustainable development (Wah, 1999) and they are called thematic groups; in Hewlett Packard they are learning communities or learning networks; in Chevron they are called best practice teams, and in Xerox they are know as family groups (Denning, 2000). Many practitioners pf knowledge managementincreasingly see knowledge sharing as a better description of what they are about than knowledge management. Advantages of knowledge sharing as a term include its commonsense comprehensibility, along with a certain degree of inter-activity implicit in any sharing. Drawbacks of knowledge sharing include the possibility that even sharing is insufficiently interactive, and that it implies (falsely) that the existence of knowledge precedes the sharing process, thereby (wrongly) separating knowledge management from knowledge creation and innovation and research. Knowledge Exploitation Knowledge exploitation is one of the vital parts in corporate knowledge. Knowledge exploitation means making knowledge more active and relevant for the organisation in creating values. If an organisation did not find it easy to locate the right kind of knowledge, the organisation may find it difficult to sustain its competitive advantage (Ganesh 2001). There are certain indicators for an organisations ability to create, disseminate and apply knowledge. Demarest (1997) identified six key questions an organisation has to answer to participate in knowledge management effectively: 1. The culture, actions and beliefs of managers about the value, purpose and role of knowledge; 2. The creation, dissemination and use of knowledge within the organisation; 3. The kind of strategic and commercial benefits a organisation can expect by the use of effective knowledge management; 4. The maturity of knowledge systems in the organisations; 5. How a organisation organise for knowledge management; and 6. The role of information technology in the knowledge management program. Using Demarests model, McAdam (2000) in his research on A comparison of public and private sector perceptions and use of knowledge management found that in terms of knowledge construction, organisations recognised the need for both a scientific and a social construction of knowledge if the benefits of knowledge management were to be realised. Knowledge embodiment was found to be highly dependent on employee interchange, which must be recognised as a source of knowledge and key to the success of knowledge embodiment in organisations dissemination and use. Approaches to knowledge dissemination as part of a KM system were found to be mainly ad hoc. There was little systematic use of the more sophisticated methods available. The use/benefits of knowledge management within the organisations studied was based mainly on reduced costs, and improved quality and efficiency. Creating, managing and transferring knowledge is the top of agenda for a growing number of organisations in the Chase study. They believe knowledge management would improve performance and result such as improved decision making, increased responsiveness to customer, improved efficiency of people and processes, increased ability to innovate and improved products and services (Chase, 1997). Although organisations recognised the importance of creating, managing and transferring knowledge, the research findings also found that many of the organisations still have been unable to translate this competitive needs into strategies. Other conclusion from his study is that the best practice organisations are experiencing great difficulty in translating knowledge management theory into practice. Communities of Practice In todays organisations community of practice seems very important for employees to contribute and share their tacit and explicit knowledge for the organisation development. Community of practice can be define as a group of practitioners who share a common interest or passion in an area of competence and are willing to share the experiences of their practice. Community of practice can play an important role in leveraging knowledge in organisation. Gamble and Blackwell (2001) defined community of practice as collections of individuals bound by informal relationship who share a similar work role in a common context. They are groups that: 1. Come together voluntarily for a shared purpose; 2. Have members that identify themselves as part of the community; 3. Repeatedly engage in activities with other member s and communities; 4. Have interactions that last for an indeterminate period of time. An essential ingredient of knowledge sharing programs in large organisations is the community of practice. In undertaking knowledge sharing programs, most organisations have found sooner or later that the nurturing of knowledge-based communities of practice is a sine qua non to enabling significant knowledge sharing to take place. Such communities are typically based on the affinity created by common interests or experience, where practitioners face a common set of problems in a particular knowledge area, and have an interest in finding, or improving the effectiveness of, solutions to those problems (Denning, 2000). Launching and nurturing communities of practice for knowledge sharing programs can be accomplished in a variety of ways (Denning, 2000). 1. Endorsing informal communities that already exist. 2. Asking practitioners what issues they care about. 3. Instructing leaders to form communities. 4. Launching purely virtual communities. 5. Launching communities among the incorrigibles. Communities of practice can add value into organisations in several important ways: 1. Community of practice can help to drive strategy. 2. They can start new lines of business. 3. They can solve problems quickly. 4. They transfer best practice. 5. They develop professional skills. 6. They help companies recruit and retain talent. Organisational Culture Organizational culture is a critically important aspect for facilitating sharing, learning, and knowledge creation. It is not homogeneous and sometimes has subcultures (McDermontt and Odell, 2001). An open culture with incentives built around integrating individual skills and experiences into organizational knowledge will be more successful (Gupta, Iyer and Aronson, 2000). Goh (2002) argues that one cultural dimension critical to knowledge transfer is co-operation and collaboration. Recent research on co-operation in organisation may help increase organizational understanding of the dynamic knowledge transfer. Knowledge transfer requires the willingness of a group or individual to work with others and share knowledge to their mutual benefit. Without co-operations and collaboration culture knowledge transfer form individuals and groups will not be successful. Culture plays significant function in the success of knowledge management implementations. McDermontt and Odell (2001) used a definition of culture that helped to see its multiple levels (Figure3). Following Schein (1985), McDermontt and ODell defined culture as: The shared values, beliefs and practices of the people in the organisation. Culture is reflected in the visible aspects of the organisation, like its mission and espoused values. But culture exists on a deeper level as well, embedded in the way people act, what they expect of each other and how they make sense of each others actions. Finally, culture is rooted in the organisations core values and assumptions. Often these are not only unarticulated, but so taken-for granted that they are hard to articulate, invisible to organizational members. Because of these layers of culture, people can often act in ways inconsistent with the organisations articulated mission and values, but consistent with its underlying or core values. Following this definition, in an organisation with a knowledge sharing culture, people would share ideas and insights because they see it as natural, rather than something they are forced to do. They would expect it of each other and assume that sharing ideas is th e right thing to do. In order to achieve high level of collaborations and co-operations, there is a fundamental variable needed. It is a matter of trust. A high level of trust is therefore an essential condition for a willingness to cooperate. Trust belongs to the area of human factors in knowledge management. It is defined as expectations and acts that the members of the community direct to each other. In organisations trust supports and enables collaboration and knowledge sharing which are processes related to knowledge management. Collaboration and knowledge sharing are based on organizational culture and climate, which can either support or prevent them (Yoon, 2000). In order to overcome cultural barriers to sharing knowledge has more to do with how organisations design and implement their knowledge management effort than with changing the existing organizational culture (McDermontt and ODell, 2001). It involves balancing the visible and invisible dimensions of culture; visibly demonstrating the importance of sharing knowledge and building on the invisible core values. The companies we studied felt they are still learning how to do this effectively. McDermontt and ODell (2001) derive five critical aspects about aligning knowledge sharing with the organisation culture. 1. To create a knowledge sharing culture, make a visible connection between sharing knowledge and practical business goals, problems or results. 2. Match the overall style of your organisation rather than to directly copy the practices developed by other organisations. 3. Link sharing knowledge to widely held core values. By linking with core values of the organisation values, you make sharing knowledge consistent with peers expectations and managers considerations. 4. Human networks are one of the key vehicles for sharing knowledge. To build a sharing culture, enhance the networks that already exist. Enable them with tools, resources and legitimisation. 5. Recruit the support of people in your organisation who already share ideas and insights. Managers need to encourage and even pressure people to share their knowledge. Build sharing knowledge into routine performance appraisal. There must be a well-built culture of continuous improvement and learning, linked to problem seeking and problem solving and focused on specific values such as product quality and customer service. Employees are encouraged to gather relevant information and to use and share that information in problem solving and implementing innovative solutions and practices (Goh, 2002). Organisational Knowledge Structures Organisational knowledge structure is different than organisational culture and climate in at least two significant ways. The concept of knowledge structures deals with goals, cause-and-effect perspective, and other cognitive essentials. Furthermore knowledge structure is more clearly linked to an organisations plan for survival and more subject to change than an organisations culture, neither of which changes readily of provides specific strategies for action for an organisation (Lyles, 1992). In developing knowledge structures, there are three stages that individuals go through to reach agreement (Weick and Bougon, 1986): 1. Agreement on which concepts capture and abstract their joint experience; 2. Consensus on relations among these concepts, and; 3. Similarity of view on how these related concepts affects each party. Human resource is an important asset and within these resources lays the knowledge useful for organisations. In order to develop organizational knowledge the role of individual knowledge is very important. Organizational Change The organisations creation of differential knowledge, at its core, springs unpredictably and unknowingly from social interchanges between competent organisations. Thus the importance of organizational behaviour in a

Workplace Ethics Essay -- essays research papers

The judicial system in the United States is in desperate need of Christians with high ethic principles to take control of our courts. More Christian lawyers in our courts is one way of getting ethics into the judicial system. There are major controversial issues lawyers encounter when dealing with their clients and business in general. Firstly, many people question if an honest lawyer can defend a guilty client. â€Å"t is true that a lawyer is expected to represent a client zealously within the bounds of the law, but the question may fairly be asked whether this relieves the lawyer of any moral obligation other than compliance with the law. Put more broadly, when a person acts in a capacity of a lawyer, is he relieved of the personal or moral responsibility for the consequences of his action...

Individualized Education Program Essay

All children and young people have rights. Most references to rights are about what is recieved to children from others, particularly from their parents and the goverenment and its agencies. Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. They should, where possible, participate in all the decision-making processes in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes They should feel confident that they will be listened to and that their views are valued. Most schools now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment. The policies may be a number of separate ones or combined in one policy covering all the relevant areas. The policies should show how the school relates to the main policies affecting the special educational needs. These include:- * Disability and access * Gifted and talented pupils * Race and cultural diversity. * Special educational needs * Inclusion and equality of opportunity * Safeguarding and bullying â€Å"Special Needs† is such a massive topic that has different areas to make it complete. Children with special needs may have mild learning disabilities or profound impairment; food allergies or terminal illness; developmental delays that catch up quickly, occasional panic attacks or serious psychiatric problems. The designation is useful for getting needed services, setting appropriate goals, and gaining understanding for a child and stressed family. Children with special needs are children with a variety of different disabilities, health and mental health conditions that require special intervention, services, or support. Parenting a child with special needs can be particularly challenging. Fortunately, children with special needs and their families may be eligible for services to address their unique needs, many of which are free. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age b) have a disability which prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. The overall aim is that children and young people with special educational needs and disabilities will have improved health, independence and wellbeing so that they will enjoy childhood, achieve their potential and make a positive contribution in their lives by having timely access to local support and local schools which meet their needs. Special educational provision means: a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the local education authority, other than special schools, in the area. b) for children under two, educational provision of any kind. Some children may be able to catch up with their peers with extra help in the form of short term targeted interventions or a differentiated curriculum, but may not have a special educational need. It is when this support does not help a pupil to progress that he or she will need to be assessed further and support planned, in liaison with parents, carers and other professionals. The child should have a voice in this process. There is a graduated approach to identifying and providing support to meet these needs. The law says the child has special needs if their learning difficulties are caused by physcially disabilites mental emotional and behaviour problems difficulties in reading, writing maths etc†¦ speech diffiulities About 1 in 5 children have learning difficuties at the same time in thie school likfe. Most of these children end up going to a mainsteam school. Children with statement aften atten mainstram school. The Role of the SENCO Early education settings, except specialist SEN provision, will need to identify a memberof staff to act as the special educational needs coordinator (SENCO). In the case of accredited childminders who are part of an approved network, the SENCO role may be shared between individual childminders and the coordinator of the network. The SENCO should have responsibility for: ? ensuring liaison with parents and other professionals in respect of children with special educational needs ? advising and supporting other practitioners in the setting ? ensuring that appropriate Individual Education Plans are in place ? ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated. The SENCO should take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues and in monitoring and reviewing the action taken. The SENCO should also amke sure that appropriate records are kept including a record of children at school Action A and School Action Plus and those with statements. They usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action. STATEMENT A statement of special edcuaution needs is a legal document, it decsribes all the needs of the child. Also the special help they require. It takes into account the advice from speech therapist, gp, nurses, teacher councilors etc†¦. The law sasy that all state schhols must do their best, provide full proper education and give the best posible learning for them including inclusion. The law has dealt with special education needs 1993 ducation Act  which replaces the 1981 Act. The 1993 Act states and issues the â€Å"code of practice†. This was issues by the secreatary state and is still being used today. CODE OF PRACTICE Code of practice gives quidence and how to identfy and access special educational needs. In 1978 the warnock committee looked at the needs of the child and not at the handicap. In 1982 the educatio Act encouraged the intigration of the needs and the handicap, This resulted in the statementing process. The Code of Practice suggest 5 stages of action: 1. the class teachers, assistant identify the child SEN needs and takes ential action 2.the school SEN co ordinator takes the lead responsibility. 3. the school is supported by outside specialist 4. the lEA decides whesather a satuortory assessment is nesseccary 5. the LEA considers whether a statement is considered. SEN SPECIAL NEEDS STATEMENTING CODE OF PRACTICE IMPACT OF SEN ON SIBLING AND FAMILY SUPPORT FOR DISABILITY HEARING IMPAIRMENT AUTISM ADHD DOWN SYNDROME DYSLEXIA When a child is identified with a need they are places on a SEN registor withing the schools. Teachers, TA offer support through differenciation. They also support through planning IEPs in place with specific subject and cross cirrcular TARGETS. Targets need to be realistic short term, measurables, smart, achievable, time bound. When targets are set Smart language has to be used. example of smart language which can be easurale : MAKE CREATE WRITE DESIGN and words that are not considered as smart: UNDERSTAND KNOW SHOW Targets set in the IEP should be â€Å"SMART†, which stands for: S specific, so that it is clear what the child should be working towards Mmeasurable, so that it is clear when the target has been achieved Aachievable, for the individual child. Rrelevant, to the child’s needs and circumstances Ttime-bound, so that the targets are to be achieved by a specified time Class and subject teachers and TA support IEPs implementation. SENCO is responsibily for planning, monitoring, and reviewing the SEN provision and the student progress. Termly reviews of the progress are advisaby those on going minireviews are also very important. 1st step for children who have some special needs – SCHOOL ACTION A †¢ School action: the school is able to meet the pupil’s needs with in house interventions, staff and resources. Students can move off the school action A IEPs if sufficient progress is achieved. SCHOOL ACTION PLUS †¢ School action plus: the school is able to meet the pupil’s needs with in house resources but has support from outside agencies, for example, the local authority’s educational psychologist. It is a school responsibility to get support from external agencies. The students is placed on a SEN registor for school action plus. A new IEP is divised in conjuction with the external agencies. Class teachers and TA support the new IEP or implement it in the class or on a one to one basis. SENCO takes the lead monitoring reviewing, co ordinating. If there is progress made the pupil goes back into school action A. If there is progress in school action A then they will be taken off the SEN registor. However if after 2 school action plus reviews, progress is not statutory or has gone worse, the schoolnegoiates with the parent, request the ivolvement of the LEA, asking them to make an assessment. The assessment statutory : parents and school, the LEA to undertake a statutory on a child identifying with SEN. The LEA can take up to 6 weeks to consider whether to approve the application. Then the LEA will take 10 weeks to undertake a essay for the SEN child. Lea will request reports, evaluation, assessments from head teachers, teacher, nurses, gp, SENCO, parents and cares. Following the outcome of statutory assessment the LEA takes 2 weeks to notify to the parenst of their intentions whether they will issues a SA or suggest approriate. The statement of SEN is issued by the LEA only when the mainstream school are unable to meet the needs of a child with it exsisting resources and equipment. Parents then recieve a draft statement, then 8 weeks are given to be finanlized. A statementt is a legal document, procedures are put into place to monitor, review, evaluate the childs progress in a school that is fit for the child or purpose. They also support with transport need, dietery needs, aid needs. The statement LEA is then reviewed annually at which point it can be amended or seized according to the child progress. Statement of special educational needs: the pupil’s needs are severe or complex enough to require additional funding and resources to supplement the school’s support. Referrals for statutory assessment can be made by the child’s school or setting, a parent, or an agency such as a health is The Language of Disability Using the correct termonilogy when discussing the term DISABILITY is important, as use of bad language re enforces stereo types and influnences people attitude. Perhaps the best use of language is â€Å"deaf and dumb†. These words are extermly negative and makes acrossition between deaf and stupidity or having lack of inteligence. It also unlikely that the person is totally deaf. In the context of seacking most deaf people have some degree of speech, although this may be limited because of their inability to learn to say words which they can not hear. So they are not dumb. Eg: victim of †¦Ã¢â‚¬ ¦. person who has†¦. crippled by †¦.. person who has†¦. invilid †¦. person with†¦.. mental†¦.. person with†¦. disabled†¦ disabled person†¦ handicaped.. disabled person†¦ deaf and dumb.. person with hearing visual or speech mongoloid†¦. person with down symdrome abnormal†¦. different†¦Ã¢â‚¬ ¦ Disability, is a impairment that has a long term and substantial effect on a child’s ability may amount to a disability. This may include sensory impairments, such as those affecting sight or hearing, or hidden impairments such as dyslexia, autism, speech and language impairments, and attention deficit hyperactivity disorder. The Disability Discrimination Act 2005 builds on the 1995 Act by requiring all schools to produce a Disability Equality Scheme (DES). The DES must set out ways that schools promote equality of opportunity and promote positive attitudes towards pupils, sta? and others with disabilities. In addition there must also be an Access Plan. This plan must identify how discriminatory barriers are removed. For example: ?an improvement to the physical environment, such as ramps, room layout, lighting ? providing information in di? erent ways for children with a disability, such as audio, pictorial, larger print. Children or young people with medical needs such as diabetes or epilepsy would also be considered to have impairment and therefore be disabled if he or she: a) relies on medical treatment or aid in order to able to be able to carry out normal day to day activities (except needing to wear glasses or contact lenses). b) has a progressive condition (such as cancer, multiple sclerosis, muscular dystrophy or infection) or  c) has a severe disfigurement which affects normal day to day activities. Legal entitlements Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. The rights of children and young people with special educational needs and disability are set out in the Disability Discrimination Act 1995 . This includes the right to have their needs met without having to wait for a diagnosis. Equally a diagnosis alone does not mean that a child is covered by the act. It is the effect on a child’s ability to carry out day to day activities that has to be considered. Special Educational Needs and Disability Act 2001 Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. The Special Educational Needs and Disability Act (2001)11 strengthened the right of children and young people with special educational needs to equality of access to education, and in particular, to a mainstream school. A statutory duty on local authorities and schools: †¢ not to treat disabled pupils less favourably for a reason related to their disability. †¢ to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage to those who are not disabled. †¢ to plan strategically and make progress in improving accessibility for disabled pupils over time, by: – increasing access to the curriculum – making improvements to the physical environment of the school to increase access to education and associated services – making written information accessible in a range of different ways for disabled pupils, where it is provided in writing for non-disabled pupils. Race Relations Act 2000 Outlines the duty of organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allows them to take action against authorities when their rights have been affected. Children Act 1989 Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare Children Act 2004 Sets out the duty to provide effective and accessible services for all children and underpins the fi ve Every Child Matters outcomes Education Act 1996 Sets out the school’s responsibilities towards children with special educational needs. The Act also requires schools to provide additional resources, equipment and additional support to meet their needs Equality Act 2010. Sets out the legal responsibilities of public bodies, including schools, to provide equality of opportunity for all citizens. This brings together nine equality laws The Special Educational Needs Code of Practice 2001 This outlines the statutory guidance for policy and the procedures and responsibilities towards children with special educational needs. It includes the levels of support which should be provided to children, depending upon their individual need. Local authorities and schools are required to develop accessibility strategies and plans to demonstrate this. Children and young people with special educational needs and disability also have a right to have their disability equality positively promoted. Local authorities, schools and educational settings have a duty to ‘take a more proactive approach to promoting disability equality and eliminating discrimination. With this came the requirement to publish disability equality schemes and measure their impact, engage disabled stakeholders, and audit the needs of disabled children and adults within the community. Children with disabilities have poorer outcomes across a range of indicators. These include lower educational attainment, poorer health, more difficult transitions to adulthood and poorer employment outcomes. Families of disabled children are less likely to have one or both parents in work, and are more likely to suffer family break up. Siblings of disabled children may be more likely to suffer from emotional and behavioural problems. WITHIN THE SCHOOL 6. The school must appoint a SEN co ordinator to run a special needs policy 7. By observing, reporting, target, work being set, the SEN co ordinator must keep records and reports of all the children with needs 8. SEN co ordinator has taken lead responsibilty to draw up plans for indiviual childrenthey have to be reviewed each term 9. From sept 1994 all schools were obligied to publish their special need policy. For all the above to work the following conditions within the school environment must exsist. 10. A strong management of head and staff that are committed to speial needs. 11. They need to have good commnication and all â€Å"need to know basis† nformation is showed. 12. A whole school approach with everyone following same procedures 13. Inservice training, SEN is esstenial (current legisalation, current issues, everything updated) 14. Provision of adaquates, children persecfic resources to support the childs needs, specific to their ability 15. High profile educational needs, teachers should be an important part of their school life However school must be careful not to discriminate against pupils with SEN or disablity. There is a difference between SEN and disability. Not all children with disability will have a special edcuatonal need or visa versa. SEN is a relative term and the need is some what dependant on the learning environment. The effectiveness of teaching and the task to be done. Early recognition and intervention Early intervention has lasting benefits, providing a sound foundation for future learning and development. It enables some children to catch up with their class mates and for those who need support on a continuing basis it means thatbhelp is available as early as possible, reducing the risk of long-term under achievement. However, there are a number of factors that get in the way, including poor co-ordination between education, health and social care leading to gaps in support, shortfalls in the availability of childcare for disabled children, dif?culties in refocusing funding to support earlier intervention: Improving support for children with special needs from birth. Children develop and learn from the moment they are born. The ? rst few years are a crucial developmental phase, which do much to shape a child’s life chances. The role of parents in supporting their child’s learning in the early years, more than any other phase, is absolutely critical. Improving childcare for children with SEN and disabilities. Parents of children with SEN and disabilities have more dif? culty than others in ?nding suitable childcare. Key points include: 16. promoting a co-ordinated approach to early education and childcare 17. improving information on the availability of suitable childcare locally through Children’s Information Services and Childcare Link, and through 18. helping families to meet the additional costs Improving SEN advice and support to early years settings Raising the skills and awareness of staff in early years settings Removing barriers to learning Inclusion is about much more than the type of school that children attend. It is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school. But we know that the reality does not always match this. Schools and early years settings still vary enormously in their experience in working with children with SEN, and in the specialist expertise and resources available to them from other schools, local authority education and social services, health, and voluntary organisations. Schools should have the con? dence to innovate and with the skills and specialist support they need to meet the needs of all pupils successfully. How do school complete this with the help of local authority, parents, teacher and other specialist is by many ways: †¢ special schools providing education for children with the most severe and complex needs and sharing their specialist skills and knowledge to support inclusion in mainstream schools †¢ schools working together to support the inclusion of all children from their local community, backed up by good quality specialist advice from the local authority and health services, working in multi-disciplinary teams †¢ parents with con?dence, that, in choosing a local mainstream school, their child will receive a good education and be a valued member of the school community. †¢ help schools to develop effective inclusive practice through a Inclusion Programme bringing together education, health, social care and the voluntary sector †¢ provide practical tools and materials for schools and local authorities to improve access for disabled pupils †¢ clarify the future role for special schools, giving a strong focus to high standards and partnership working with mainstream schools and encouragement to participation in full †¢ take steps to improve the quality of education for children with more severe behavioural, emotional and social dif? culties †¢ work with the SEN to improve planning †¢ develop practical guidance on reducing reliance on high cost placements in residential special schools †¢ set minimum standards for SEN advisory and support services, to achieve greater consistency in quality, availability and cost effectiveness. Widening opportunities in mainstream education is very important when removing barriers. Dif? culties in learning often comes from an unsuitable environment or inappropriate grouping of pupils, in? exible teaching styles, or inaccessible curriculum materials – as much as from individual children’s physical, sensory or cognitive impairments. Children’s emotional and mental health needs may also have a signi? cant impact on their ability to make the most of the opportunities in school. Schools are committed to removing the barriers to learning that many children encounter in school. The National Curriculum contains a statutory statement, Inclusion – providing effective learning opportunities for all pupils. All OFSTED inspections reports implementing this requirement. Schools need to become more effective at responding to the needs of individual pupils through a Inclusion Development Programme. The programme will support partnership projects involving education, health and social care, voluntary organisations, higher education institutions, special and mainstream schools, and early years settings to develop. The aim is to develop evidence base about what works and build about how to implement good practice most effectively. Focusing initially on: †¢ autistic spectrum disorder (ASD) †¢ behavioural, emotional and social dif? culties (BESD) †¢ speech, language and communication needs (SLCN) and dyslexia †¢ moderate learning dif? culties (MLD). The Inclusion Development Programme will support schools and early years settings through: †¢ teaching and learning resources for teachers and early years practitioners †¢ training materials for, and advice on, effective deployment of learning support assistants †¢ guidance on effective classroom strategies †¢ models of good practice for working in multi-disciplinary teams †¢ information about where to go for more specialist advice and support Another great way when trying to remove barries is sharing expertise between special and mainstream schools. Breaking down the divide between mainstream and special schools to create a uni? ed system where all schools and their pupils are included within the wider community of schools. Educating children with the most severe and complex needs can be harder. However having strengthened parents that choose a mainstream place for their child, at the same time we recognise thatsome children have such severe and complex needs that they require more specialist provision than is currently available in most mainstream schools. Providing transport for children with SEN helps cutting back to cost, which enables children to be included and not at a disadvantage. Improving specialist advice and support for schools, parents, children and staff. Schools need access to specialist SEN advice and support to help them identify and meet children’s needs and to provide back-up when children’s needs suddenly change or crises occur. Raising expectations and achievement Schools provides education that brings out the best in every child, that builds on their strengths, enables them to develop a love of learning and helps them to grow into con? dent and independent. You can see great progress in the achievement of pupils in primary and secondary schools in recent years. But we need to do much more to help all children, including those with SEN to achieve as well as they can, not least if we are to reach the challenging national targets expected of all schools. All teachers should have the skills and con?dence – and access to specialist advicewhere and when necessary – to help children with SEN to reach their potential improved data giving parents and teachers a clearer picture of how well children working below age-related expectations are progressing young people able to follow courses which build on their interests and aptitudes and lead to recognised quali? cations young people with SEN actively involved in decisions about their education and options to have real opportunities for progression, training and work. Schools will: put children with SEN at the heart of personalised learning, helping schools to vary the pace and approach to learning to meet individual children’s needs deliver practical teaching and learning resources to raise the achievement of children with SEN strengthen the focus in Key Stage 3 on young people with SEN who are falling behind their peers Personalising learning for children with SEN embraces every aspect of school life including teaching and learning strategies, ICT, curriculum choice,organisation and timetabling, assessment arrangements and relationships with the local community. Supporting improvements in the quality of special school will help: †¢ promote leadership and management training for special school head teachers and managers †¢ increase access to diversity programmes in the special school sector to improve the curriculum †¢ develop tools to help local authorities to identify potentially failing special schools Its very imortant that schools Improve training and professional development opportunitie. Every teacher should expect to teach children with SEN and must ensure that they are equipped with the skills to do so effectively. This will require action at three levels of skills. Delivering improvements in partnership Schools are more consistency between local authorities in their strategic management of SEN, particularly in their use of statements, the level of delegated funding to schools. †¢ schools regularly reviewing the effectiveness of their SEN , with LEAs providing support and challenge where concerns are raised †¢ parents with greater con? Dence that their child’s SEN will be met in school, whether or not they have a statement †¢ greater integration of education, health and social care to meet the needs of children and families in line with the proposals set out Schools will promote more consistent practice through a team of expert, working closely with the Department for Education, who will provide support and challenge on key SEN issues including the use of statements, management of SEN resources, identifying and sharing good practice and tackling underperformance. The networking and collaboration facilitated by the SEN will support this work. They will make SEN Regional Partnerships directly accountable to the Department for Education and Skills for their work on the implementation of this strategy. Ensure that schools make inclusion an integral part of self-evaluation. Role of teaching assistants who work with children with SEN Teaching assistants who work with children with SEN and disabilities, often referred to as Learning Support Assistants (LSAs), play a valuable role, providing one-to-one support to children with SEN as well as wider support in the classroom. However, research suggests that individual support from an LSA can in some cases lead to less involvement by the teacher, leaving the LSA to deliver most of the curriculum. It is important that teachers and LSAs play complementary roles, avoiding over-dependence on the LSA and depriving the child of teacher attention. Similarly, whilst making due allowance for special needs, it is important that children do not rely excessively on the LSA or solely on one-to-one help. If they are supported to learn within peer groups, they will be better able to develop social and collaborative skills enabling them to move towards increasingly independent learning. Many schools have a mission statement which sets out the commitment of the school which focuses on inclusion and equality of opportunity. They are easily avaliable on their websites or can be asked for. There must also be written policies, designed to re? ect the rights and responsibilities of those within the school environment. Policies should also provide guidance for sta? and visitors to the school on ways to ensure inclusive practice. Schools have to conduct policies for many thing which leads to having many many policies. There may be a number of separate policies or they may be combined. Policies must include ways that schools work in relation to: ? race/cultural diversity ? equality of opportunity/inclusive practice ? safeguarding/bullying ? gi ed and talented pupils ? special educational needs ? disability and access. Policies are developed in response to legislation, codes of practice and statutory frameworks. The di? erent ways in which schools promote the rights and equality of opportunity for children and young people must be included in the policies. There is now a greater focus on the outcomes that is, the di? erence that legislation has made to individuals and groups within the school. Schools must monitor the strengths and any weaknesses in policy as they do with each indiviual student and staff. During school inspections, Ofsted also make judgements about the school’s inclusiveness. Legislation is frequently amended and changed in response to outcomes, so it is important that staff are familiar with up-to-date policies and procedures within your own setting. This help protect not only the pupils but staff and head of the school. The development of legislation, policies and practice should be seen as a cycle. The cycle goes like this: Legislation†¦. †¦. Practice and pr.

America Experience in Nineteenth Century Essay

            During the half of nineteenth century in America, it really brought in experience to the recently happenings. Throughout this period, more individuals were trying so hard to carve out their own versions of the American dream and create their own definition on citizenship. Despite the obvious diversity of experience, most historians such as, Andrew Carnegie, Mary Church Tyrell and minor individuals argue that the mentioned experience shared commonalities are the foundation of American experience.                  Andrew Carnegie tries too hard to explain the gospel of wealth whereby he states that the rich and the poor can be tied together in harmonious relationship by proper administration of wealth. He says that the contrast between millionaires and cottage laborers currently measures change that has come with civilization. This change in wealth approves to be so beneficial and essential for the progress of the race in refinements of civilization that a house is the household for all. There is no bias in the change in the wealth since today the world obtains commodities at excellent quality prices in which the poor and the rich can enjoy with no prejudice (Andrew 23).                There is a great indifference lynching on the side of the church due to barbarism at homes (Mary 178). She pledges to the forei.gn missionary work that they should inaugurate crusades against barbarism at homes that has conformed hundreds of people into savage. This context is contrary rebellious to biblical teachings since only ignorance and lawlessness to date has led to people criticizing the effort put forth by the churches in the Negro’s behalf.                     During the times, there were wars and fight that took over so as they could get lands to settle in. they fought with the Indians, took over their properties such as, horses and cattle, and carried them away (Chief Joseph 187). The Indians were left homeless and some lost their lives during the wall. The author always prayed that the white men would live as brethren and that the case today. During the times, America was so strong and worked together for a certain goal and that is why they won the battle against the Indians.                     During the century, people in America slept in a ranch and ate cook shack most of the time. During the round up, and occasional other spells, people slept in the open and ate their chuck when squatted on their haunches around the check wagon. Besides feeding on beef and beans, they played wild games whenever the cooky took the notation or one of the waddies would decide to diverge the meat deal by going out and shooting some games (Sheldon 37).                From the past, women have been held responsible for the health of the community a function that is now represented by the health department. Certainly, the military conception to educate children so as they are equipped with kindergartens andare given a decent place for play, these things have traditionally in the hands of women (Jane 64). Most of the departments in modern cities can be traced as women’s traditional activities for example; home cleanliness and wholesome was in the hands of women but recently is represented by Bureau of Teenagers House Inspection                   Chinese people were given an appeal from the American citizens, on the pedestal fund of the Bartholdi Statue of Liberty. Chinese never believed in liberty since they had a lot of hardship while the other nationalities were free (American Missionary 290). This showed inhuman since other countries enjoyed liberty but Chinese did not. Chinese loved and adored liberty but they could not allow the ones denying it to them liberty invite them to a graven image and bow to it. In assumption, from the understanding about the America experience, I concur with the shared idea since most of the history can be approved by the recently happenings. References Andrew Carnegie, Gospel of Wealth, c. 1889 Chief Joseph Speech before Congress, Washington DC, 187 Mary Church Terrell, â€Å"Lynching from a Negro’s Point of View,† North American Review, 178, (1904): 853-68. Sheldon F. Gauthier. Reprinted in Jim Lanning and Judy Lanning, eds. Texas Cowboys: Jane Addams, â€Å"Women and Public Housekeeping,† 1913 American Missionary, Vol. 39 (October 1885), p. 290 Source document