BioPharma Case Study Essay

BioPharma Case Questions 1. How should BioPharma have used its production network in 2009? Should any of the plants have been idled? What is the annual cost of your proposal, including import duties? This solution was obtained using the tables displayed below. Note that Germany and Japan produced none of the Relax product and that side of their plants has been idled. The annual cost of this solution is: $24.85Total Transportation Cost (millions) $1,268.31Total Production Cost (millions) $195.15Total Tariffs (millions) $1,488,315,983TOTAL COST Highcal Production Plant Latin America Europe Asia w/o Japan Japan Mexico U.S. Brazil 7 0 0 1.23 0 0 Germany 0 15 0 0 0 0 India 0 0 5 3.77 0 0.35 Japan 0 0 0 2 0 0 Mexico 0 0 0 0 3 12.65 U.S. 0 0 0 0 0 5 Total 7 15 5 7 3 18 Relax Production Plant Latin America Europe Asia w/o Japan Japan Mexico U.S. Brazil 7 0 0 2.77 0 0 Germany 0 0 0 0 0 0 India 0 0.65 3 5.23 0 0 Japan 0 0 0 0 0 0 Mexico 0 11.35 0 0 3 0 U.S. 0 0 0 0 0 17 Total 7 12 3 8 3 17 Total Plant Output Plant Total Brazil 18 Germany 15 India 18 Japan 2 Mexico 30 U.S. 22 2. How should Phil structure his global production network? Assume that the past is a reasonable indicator of the future in terms of exchange rates. Phil should note that the Dollar and Peso have been getting killed by the Euro, Real and the Yen the last three years. Over the five year period, the net movement has not been a disaster, and recognition of business cycles would suggest that it would be wise to retain capacity and capabilities throughout the entire supply chain so that production can be diverted as currencies move against each other. 3. Is there any plant for which it may be worth adding a million kilograms of additional capacity at a fixed cost of $3 million per year? It doesn’t appear this improves the solution shown in question 1. The plants that are at capacity in part 1 are Brazil, India, Mexico, and the U.S.; adding a million kilograms of capacity to those plants does not result in a lower overall cost for the entire supply chain. 4. How are your recommendations affected by the reduction of duties? A reduction in duties to 0% across the board results in the following costs: $38.25Total Transportation Cost (millions) $1,325.40Total Production Cost (millions) $0.00Total Tariffs (millions) $1,363,650,824TOTAL COST The solution matrix is far less sparse; virtually every market receives imports from every other market with the exception of Mexico and Asia without Japan. Production increases in Germany and Japan at the expense of India, Mexico, and the U.S. Highcal Production Plant Latin America Europe Asia w/o Japan Japan Mexico U.S. Brazil 1.20 2.28 0.62 1.20 0.00 4.90 Germany 1.52 2.90 1.23 1.52 0.95 2.98 India 1.12 2.50 .83 1.12 0.55 2.58 Japan 0.53 1.91 0.25 0.53 0.00 1.99 Mexico 1.52 2.90 1.23 1.52 0.95 2.98 U.S. 1.12 2.50 0.83 1.12 0.55 2.58 Total 7 15 5 7 3 18 Relax Production Plant Latin America Europe Asia w/o Japan Japan Mexico U.S. Brazil 1.20 1.48 0.00 1.48 0.00 3.65 Germany 1.52 2.46 0.95 1.66 0.95 3.03 India 1.12 2.06 0.55 1.26 0.55 2.63 Japan 0.53 1.47 0.00 0.67 0.00 2.04 Mexico 1.52 2.46 0.95 1.66 0.95 3.03 U.S. 1.12 2.06 0.55 1.26 0.55 2.63 Total 7 12 3 8 3 17 Total Plant Output Plant Total Brazil 18.00 Germany 21.67 India 16.87 Japan 9.93 Mexico 21.67 U.S. 16.87 5. The analysis has assumed that each plant has a100 percent yield (percent output of acceptable quality). How would you modify your analysis to account for yield differences across plants? To adjust for yields less than 100%, the capacity of each plant could be adjusted down by the loss percentage. Another approach would be to leave capacity as stated but adjust the amount shipped down by the scrap percentage. 6. What other factors should be accounted for when making your recommendations? This global supply chain is exposed to a variety of risks as enumerated below. Supply chain decisions should be made after careful assessment of the likelihood of these events and the effectiveness of possible mitigation plans. Disruptions – disasters, war, terrorism, labor disputes Delays – inflexibility or poor yield of supply, insufficient supply Systems – IS breakdown, system integration issues Forecast – inaccurate forecasting Intellectual property – vertical integration and global sourcing Procurement – exchange rate movement, industry-wide capacity issues Receivables – number and financial strength of customers Inventory – rate of obsolescence, holding costs, uncertainty of demand Capacity – cost and flexibility of capacit

Plot and central idea in Shirley Jackson’s “The Lottery” Essay

Shirley Jackson’s, â€Å"The Lottery† concerns a small town’s annual lottery drawing and the grim circumstances that ensue. In this short but disturbingly profound piece of work, Shirley Jackson communicates to the reader the theme of scapegoatism along with its implications concerning traditions. In the village where this lottery takes place, we find many familiar elements: a post office, a grocery store, schools and a coal mine. In this village, Mr. Summers owns the coal mine, so his business has made him the wealthiest man in the village. Mr. Summers also controls the annual lottery. He is somewhat uncomfortable with his authority but has chosen to carry on with the yearly tradition. The order in which the lottery drawings take place emphasizes who does and who doesn’t have power in the village’s social hierarchy. Men or working sons draw for their families. The few exceptions involve death or illness. Only then is a wife permitted to draw. It is evident that although everyone eventually participates in this drawing (children included), women are disenfranchised from the village social structure. As the villagers anxiously wait for the lottery to begin, the young boys rough play and gather piles of stones, while the girls socialize in their circles, watching the boys. Agriculture is the main staple of this village and a great emphasis seems to be placed on the bountifulness of crops. This is reinforced by Old Man Warner, a long time resident of the town, when he cites the expression, â€Å"Lottery in June, corn be heavy soon.† There is timid talk by Mr. and Mrs. Adams of nearby villages doing away with the lottery, but the notion is quickly abolished when Warner calls these new thinkers â€Å"a pack of crazy fools.† He sarcastically suggests that perhaps they would be better off if they succumbed to living in caves and eating â€Å"stewed chicken weed and acorns.† As far as Old Man Warner is concerned, there has always been a lottery. As Mr. Summers begins to address the town gathering, Mrs. Hutchinson shows up  late, hurriedly joining her husband and family. She claims to have almost forgotten what day it was. Once the drawing commences, Mrs. Hutchinson rushes her husband on when his turn comes to draw with the remark, â€Å"Get up there, Bill.† The reader gets the impression that Mrs. Hutchinson holds little respect for either Mr. Summers or the lottery. The last round of the lottery concludes with Mrs. Hutchinson drawing the slip with the feared â€Å"black spot.† As the town and her own family members move in on her with stones, she cries out several times, â€Å"It isn’t fair, it isn’t right.† Her cries go unheard and we are uneasily left to hope that the villagers were swift with their proceedings. In this story, Shirley Jackson illustrates how traditions are passed down to our children, who tend to do what they are told without asking or knowing why. By the time we are mature enough to question morality, as long as it â€Å"isn’t fair† or â€Å"it isn’t right† to us, we are more willing to accept the condition of our surroundings rather than promote change.

Joint Venture Essay

Joint ventures are business ventures formed by two or more companies to achieve aspecific, but limited, objective. An example would be the development of an offshore oil field, where a group of companies combines to build and operate a drilling platform and related pipeline. The project is owned equally by the affiliated enterprises and its management could be controlled either by one of the partners or by a separate management could be controlled either by one of the partners or by a separate management organisation established just for the project. The venture may be organised as a partnership ,a corporation ,a joint-stock company or some other legal form, and it can contunieindefinetly.The rational for a joint venture is usually to diversify risk among the members and or to combine expertise and assets that none of the participants provide alone. : Roy L.Crum,Eugene F.Brigham& joel.F.Houston.(2005)Fundamentals of international finance.1st edn. THE ADVANTAGES OF JOINT VENTURES: * Access to expertise and contacts in local markets, each partner agrees to ajoint venture to gain access to the other partner’s skills and resources. Typically the international partner contributes financial resources, technology or products. The local partner provides the skills and knowledge required for managing a business in its country. * Reduced market and political risks * Economies of scale by pooling skills and resources(resulting in e.g. lower marketing costs) * May avoid local tariffs and non-tariffs barriers * Shared risk of failure * Possibly better relations with national governments through having a local partner. THE DISDVANTAGE OF JOINT VENTURES: * Objectives of the respective partners may be incompatible ,resulting in conflicts * Contributions to joint ventures can become disproportionate * Los of control over foreign operations * Completion might overburden a company’s staff * Partners may become locked into long term investments from which it is difficult to withdraw * Cultural differences may result in possible differences in management culture among participating firms * Problems of management structures and dual parent staffing of joint ventures. * Transfer pricing problems as good pass between partners Sven hollensen.(2004)global marketing(adecision-oriented approach).3rd edn.

Project Management Research Paper Example | Topics and Well Written Essays - 2000 words - 1

Project Management - Research Paper Example The project management institute defines project management as application of skills and knowledge along with tools and techniques to meet the project requirement (Barkley, 2006). Hamilton, (2004) divided project management into 5 components i.e. initiation, planning, execution, monitoring and control and lastly closure of project. This report discusses some of the most important concepts related to project management. The report starts with defining the project life cycle management and its benefits. Then the report discusses about project organizations and project team building. Moreover, important concepts such as project scope, work breakdown structure and contingency planning have been discussed. Also the report analyzes the importance of reviewing the project and need for an integrated project management software for project management organizations. Then the researcher shares his own experience about a project in which he was involved. Project life-cycle indicates all the project phases that a project has to go through in order to be completed. In other words, it is a collection of project phases that are divided so that the project can be controlled and managed accordingly. According to Kerzner (2009) project life-cycle is divided into four phases that indicates the beginning and ending point of a project. Furthermore, according to Kerzner (2009), the first phase of project life-cycle is the initiation phase followed by project planning, project execution and project closure. Each of the phases mentioned by Kerzner (2009) is further divided into activities which need to be done to accomplish the goal of project management. In order to further elaborate the project life-cycle, each of the phases is separately presented along with the activities involved within the particular phase. The aim of this phase is to identify the problems along with the opportunities that the business could focus upon. This phase also includes solutions to the

HOW HAS TECHNOLOGY CHANGED THE COMMUNICATIONS PROCESS HAS TECHNOLOGY Essay

HOW HAS TECHNOLOGY CHANGED THE COMMUNICATIONS PROCESS HAS TECHNOLOGY CHANGED THE WAY PEOPLE COMMUNICATE IN BUSINESS PROVIDE EXAMPLE - Essay Example Technology is still evolving and the communication process is moving towards the digital world. Technology has brought the greatest changes to the business communication (Guffey, Mary E, and Dana Loewy. 2010) Business communications plays an important role when it comes to the organizational strengths. Technology has made the communication process in business organizations more transparent and in many businesses the secret behind their success is their communication within the organization. The more interactive and clear communication is the more it is good for the organization and its employees. In business organizations transparency in communication process has been achieved through developing intranets and extranets. For example organizations have moved from memos and letters to electronic mails and videoconferences. Technology has reduced the time significantly that is taken for the communication process to take place. Technology has also led to the decrease in noise that causes distraction in the communication process (Guffey, Mary E, and Dana Loewy. 2010) It has led to more simple and straightforward messages. A technology oriented communication process keeps the employees involved and allows the business activities to take place at a faster

Judicial Activism and Constitutional Interpretation Assignment

Judicial Activism and Constitutional Interpretation - Assignment Example The United States of America has a checking system of judicial activism to ensure that it is minimal and public interests are mostly protected. According to Merriam-Webster's Dictionary of Law, judicial activism is "the practice in the judiciary of protecting or expanding individual rights through decisions that depart from established precedent or are independent of or in opposition to supposed constitutional or legislative intent". The supporters of judicial interpretations have different philosophies and the most debated among them are strict constructionists and those who believe in the living constitution.   A strict constructionist is one who believes that the words and phrases used in the law and constitution are static and hence there are limited instances of interpretations. U.S. Supreme Court nominee John Roberts has been dubbed a "strict constructionist" -- someone who believes the U.S. Constitution should be interpreted exactly as its original authors intended† (Chadwick Alex).   The main outcome of this philosophy is that judgment is based on what is written in the law and not on what it should be. Some of the popular supporters of this argument include the Supreme Court of the United States Justice Hugo Black and former U.S. Chief Justice William Rehnquist, and Chief Justice of Australia, Owen Dixon. In contrast to the strict constructionism, living constitutionalists are of the view that the law words and phrases are not static and should be treated as living and dynamic and they must be interpreted in such a manner that they are useful for the changing societal needs. As opined by David Dieteman on a living constitution, it is â€Å"one of the most nefarious influences in the minds of Americans is the notion that the federal constitution of 1787 (the "U.S. Constitution") is a "living" document† (Dieteman David). Therefore, the words and phrases in the law and constitution framed by Congress do not mean the same thing at different time points.  

Discharge plan and Legislation Essay Example | Topics and Well Written Essays - 3000 words

Discharge plan and Legislation - Essay Example A typical scenario involves the screening of hospital records for Mr. Sharma within 24 hours of admission to identify if he is a high risk patient who requires discharge planning. A typical high risk criteria might include factors like being age 65 and older and living alone with no immediate social supports. Prior to being admitted to the hospital Mr. Sharma had a care giver who visited morning and evening. This is expected to continue after discharge. However, there are additional complications that will require the need for additional assistance. Mr. Sharma is now recovering from a stroke and is undergoing therapy to help in the process. Additionally, Mr. Sharma has a wound which he acquired on getting the stroke. This wound is slow to heal. Further, Mr. Sharma has mild osteo-arthritis which appears stable but may later cause pains and therefore curtain his movements significantly. This discharge plan relates to 87 year old Mr. Sharma who has a history of minor strokes, Type 2 dia betes which is diet controlled; and a past history of hypertension which has been well controlled with the use of the medication, bendrofluumethiazide. Mr. Sharma also has mild osteo-arthritis which appears stable. In his recent bout of stroke Mr. Sharma stumbled and fell resulting in a wound to his leg. The wound became infected and has been slow to heal. Additionally, on his admission to hospital Mr. Sharma’s blood sugar level was raised to 10mmol g per litre. Mr Sharma has been in hospital for the past ten days and based on the results of tests has made a good recovery. He is very keen on going back home and so it is important that a proper discharge plan be done. This plan should include health care officials at the hospital, social services, his caregiver, Mr. Sharma and his family. During discharge from hospital the Caregiver for Mr. Sharma should be consulted. The caregiver’s comments should be taken into consideration and both Mr. Sharma and his caregiver shoul d receive a copy of the discharge plan for Mr. Sharma detailing the care that is required. According to the British Geriatrics Society (2006), older people who have been discharged from hospital and are living in a community have higher levels of dependency as well as more complex health and social care needs than other patient groups. Mr Sharma is 87 and falls in this group. He has complex problems which include hypertension, Type 2 diabetes and a wound to his leg which he obtained when he stumbled after suffering a recent stroke. This infection has been slow to heal. There is no present sign of infection but it will require special care on discharge. There are a number of problems that 87 year old Mr. Sharma is likely to face on discharge, some of which should be dealt with before discharge. They include management of diet, exercise, wound care to prevent re-infection, and proper use of medication. It has been suggested that Mr. Sharma starts to attend a local Expert Patient Progr amme in his community which will be organised by the community matron. This will have an impact on planning. Discharge arrangements are dependent on social services, health authorities, NHS trusts and primary care groups/trusts BGS (2006). Mr. Sharma should be involved early in the assessment process and care plans should offer them real choice. Carers are also entitled by law to receive if they require an

CASE STUDY ANALYSIS OF STATE BANK OF INDIA Example | Topics and Well Written Essays - 6000 words

ANALYSIS OF STATE BANK OF INDIA - Case Study Example As the name suggests, State bank of India or SBI is a public sector bank which has branches in most parts of India. Even though SBI still controls a substantial portion of Indian banking industry, competition from private banks and foreign banks is causing big problems to SBI. Some of the major problems facing by SBI at present, are related to marketing, HR, customer service and technology. Private sector banks, such as HDFC and ICICI compete strongly with SBI now. ICICI Bank has already overtook SBI in terms of market capitalization. Rural marketing is another big problem for SBI. Even though SBI has many branches in India, most of these branches are located in urban areas. Rural population still consists of many unbanked people and SBI failed to exploit this community. Lack of employee motivation and communication problems are the major HR problems in SBI. Poor compensation and heavy workloads are some of the reasons for demotivation of SBI employees. Communication is usually taking place in SBI only through one way; from top to the bottom. As a result of that, even talented employees were unable to use their capabilities properly. Customer service is another area in which SBI is facing problems now. Many of the SBI customers have the complaint that they were neither respected nor treated properly by the SBI employees. The high income customers of the SBI believe that they are not getting enough recognition from SBI even though they contribute more than 80% of SBI’s turnover. Lack of product innovation and the technologies feasible to exploit the banking possibilities in rural areas are some of the technology related problems in SBI. SBI still uses old technologies and the company does not bother very much about developing a technology suitable for the rural communities in India. SBI’s marketing problems can be solved with the help of tools such as 7Ps marketing mix and General Electric Matrix

Professional and Academic Goals Coursework Example | Topics and Well Written Essays - 250 words

Professional and Academic Goals - Coursework Example e process of handling these diseases requires networking and information exchange among medical practitioners, characterized by provision of orders and directions from experienced medical experts. Therefore, it would be inappropriate for the author/writer of the post to claim that his/her intention to study pathphysiology and its treatment is a means of being autonomous, without being instructed by doctors. The writer to this post seems to have been driven by passion towards being a professional nurse. He says that his experience as a nurse has made him learn more; it has also given him the desire to seek more knowledge on how to handle issues ascribed to human life. This is an appropriate strategy towards selecting a course or a college that offers a specific course. The nursing field is characterized by both physical and mental challenges especially among the nurses. This means that the nurses have to persevere some conditions in order to save human’s life; therefore they must be not only be driven by the desire to access the physical benefits associated with being a nurse, but also the passion to work in this complex disciplinary to save human’s

Consider the doctrine of judicial precedent in the law of England and Essay

Consider the doctrine of judicial precedent in the law of England and Wales, having particular regard to its advantages and disadvantages. Cite relevant case law examples in support of your answer - Essay Example The majority of those who support precedent tend to overlook the justice seeking benefit provided by this concept, and are inclined to praise its practical value (Bader & Cleveland, 2011, p. 35). As such, precedent is the intersection of law and justice. The principal value of precedent arises not from its capacity to commit judges to some specific course of action. This value is due to its capability to generate constraint, while permitting a certain amount of discretion. The common law rests on a strong rebuttable presumption that earlier decisions are to be followed (Waddams, 2009, p. 132). It does not require an inviolable presumption in this regard. The contention that stare decisis leads to a rebuttable presumption has been deemed to be incomplete in some quarters. This is due to the fact that there is no indication regarding the strength of the presumption. Moreover, there is an absence of precision regarding the circumstances and reasons for being rebutted (Waddams, 2009, p. 133). This enables citizens to conduct their affairs in a manner that is certain and predictable under the law. Speculative traders could benefit significantly as they would be in a position to determine the stance to be adopted. For instance, the French Civil Code was aimed at protecting French citizens from the prejudicial behaviour of the courts of the Old Regime. Similarly, the fear and chaos prior to and during World War II, was to some extent due to the destruction of certainty and consistency of the law (Luyulei, 2011). For every conceivable situation, precedent has the capacity to provide an analogy. In conjunction with the flexibility possessed by the doctrines of distinguishing and ratio decidendi, the courts are enabled to make incremental adjustments to the law, in order to satisfy the requirements of justice (Luyulei, 2011). Due to precedence, a case builds upon the other, and the law experiences logical development. Moreover,

Investigative journalism Assignment Example | Topics and Well Written Essays - 250 words

Investigative journalism - Assignment Example Different stories were heard as the case in Baghdad was different from what officials had promised to be the case. Screams of death could be heard in different corners and alleys of the city as the citizens were gripped with fear. Back home, American officials who were interviewed never though the necessary to mention the laws of wars in the different speeches whereas the Iraqi government was opposing the air strikes campaign with dead bodies littered in every corner of their streets. The hospitals were a horrific site to witness as Iraqi televisions broadcasted civilians who were either injured or maimed in different parts thus creating the scene as a blood scene. What next? The American government was quick to announce that the government of Iraqi had built their bases amidst civilian population therefore conflicts their earlier statements that civilians in the region were to be kept safe from harm caused by the air strikes. The responses from the two government sides further added to the point that during times of war, laws are assumed or considered to be irrelevant. Citizens in different parts of the world believe in rules or laws during war. This is true in spite of them also different the laws governing the terms of war but the force applied in any war. However, as much there is memorandum that controls the rules of war, there exists disagreements on who has the authority to declare war and enforce war rules when situations calls for the element of war. In sum, who owns the element of war in a country or a

Bloody civil war Essay Example for Free

Bloody civil war Essay The final two chapters of the novel, Ike tries to discover and understand the history of his own family and the way in which they had treated the blacks. He even attempts to make amendments to one of them, by sending some money. The brief chronicle that he finds of his family helps him reconstruct some parts of the history. He remembers for example, the little hut in which all the black people were herded together, and the way in which the whites manufactures bleaching substances for the blacks to use so as to change their color: â€Å"[†¦]the square, galleried, wooden building squatting like a portent above the fields whose laborers it still held in thrall 65 or no and placarded over with advertisements for snuff and cures for chills and salves and potions manufactured and sold by white men to bleach the pigment and straighten the hair of Negroes that they might resemble the very race which for two hundred years had held them in bondage and from which for another hundred years not even a bloody civil war would have set them completely free[†¦. ]†(Faulkner, 245) This forced change of hair color is very significant: the author emphasizes the fact that the whites wanted to transform the black and make them as themselves, a race however quite imperfect since it is the one that invented slavery. Neither the land nor the people can be bought, since they have been left to live free by the creator of the world. Man’s possession of land or of slaves only imaginary, since these primary things cannot be bought: â€Å"Bought nothing. Because He told in the Book how He created the earth, made it and looked at it and said it was all right, and then He made man. He made the earth first and peopled it with dumb creatures, and then He created man to be His overseer on earth[†¦]Because it was never Ikkemotubbes fathers fathers to bequeath Ikkemotubbe to sell to Grandfather or any man because on the instant when Ikkemotubbe discovered, realised, that he could sell it for money, on that instant it ceased ever to have been his forever, father to father to father, and the man who bought it bought nothing. † (247) In the family’s brief chronicle, Ike discovers many of the iniquities that were common at the time, in what regarded the black people. His grandfather had had sons and daughters of the black slaves, and never acknowledged them. Also, the contracts done between the blacks and the whites were invalid, since the black man had no way to claim his rights or to prove them, since he was usually even unable to read: â€Å"and it would seem to the boy that he could actually see the black man, the slave whom his white owner had forever manumitted by the very act from which the black man could never be free so long as memory lasted, entering the commissary, asking permission perhaps of the white mans son to see the ledger-page which he could not even read, not even asking for the white mans word, which he would have had to accept for the reason that there was absolutely no way under the sun for him to test it[†¦]†(256) Ike ironically observes the extent of the injustice done to the children that were not acknowledged because they were black, and the way in which they were usually simply given a sum of money to make amends: â€Å"So I reckon that was cheaper than saying My son to a nigger he thought. Even if My son wasnt but just two words. † (259) Thus, Faulkner’s novel is centered around the idea of the essential freedom given by nature to any creature. The bear is a symbol for this freedom, and his spirit is akin to that of the blacks and Indians: â€Å"[†¦]an old bear, fierce and ruthless not just to stay alive but ruthless with the fierce pride of liberty and freedom, jealous and proud enough of liberty and freedom to see it threatened not with fear nor even alarm but almost with joy, seeming deliberately to put it into jeopardy in order to savor it and keep his old strong bones and flesh supple and quick to defend and preserve it; an old man, son of a Negro slave and an Indian king, inheritor on the one hand of the long chronicle of a people who had learned humility through suffering and learned pride through the endurance which survived the suffering, and on the other side the chronicle of a people even longer in the land than the first. † (Faulkner, 267) The same ideas appear in the short story called That Evening Sun, but the author here emphasizes the barrier that existed between the blacks and the whites. The story, which has the same characters of the Compson family as The Sound and the Fury, is centered on a black servant called Nancy and on her agony at having been left by her husband and the terror that he might return and kill her. Nancy is terribly beaten by the police when she tries to claim her pay from a white man, and then locked up: â€Å"When you going to pay me, white man? When you going to pay me, white man? Its been three times now since you paid me a cent-‘ Mr. Stovall knocked her down, but she kept on saying, When you going to pay me, white man? Its been three times now since—‘ until Mr. Stovall kicked her in the mouth with his heel and the marshal caught Mr. Stovall back, and Nancy lying in the street, laughing. She turned her head and spat out some blood and teeth and said, ‘Its been three times now since he paid me a cent. ’†(Faulkner, 289) The story focuses on the impressive agony of the woman and her loneliness, as the whites refuse to comfort her in any way. The prejudices against the blacks are again obvious: as in The Bear, the villagers remark that a black person would never commit suicide, unless under the power of a drug: â€Å"He said that it was cocaine and not whiskey, because no nigger would try to commit suicide unless he was full of cocaine, because a nigger full of cocaine was not a nigger any longer. †(Faulkner, 291) The idea of the white people is that the black have no feelings and no inner life of their own, and that they live mostly like beasts, therefore could never have the impulse to suicide. The woman tries to cling to the children’s company in her distress and her fear of the husband that she thinks will come after her. The recurrent remark that she makes, saying that she is no more than a nigger is very significant. She underlies the fact that she is actually perceived as only a nigger, and that even she feels like that: â€Å"I aint nothing but a nigger, Nancy said. ‘It aint none of my fault. ’† (Faulkner, 296) She cannot escape her race, and, although she feels she has an inner life she does not have an identity to associate it with. The last fragment of the story is of utter importance: Quentin, the storyteller remains listening to the sounds made by Nancy after they live her house, and hints at the barrier between the white and the black. The whites merely live her and her problems, as she is not considered to be important enough for further consideration: â€Å"But we could still hear her. She began as soon as we were out of the house, sitting there above the fire, her long brown hands between her knees. We could still hear her when we had crossed the ditch, Jason high and close and little about fathers head. Then we had crossed the ditch, walking out of Nancys life. Then her life was sitting there with the door open and the lamp lit, waiting, and the ditch between us and us going on, dividing the impinged lives of us and Nancy. â€Å"(Faulkner, 300) Thus, Faulkner describes the lives of the black and white people in the Southern world with great insight, emphasizing the essential freedom of man as of nature, and the impossibility to possess or reduce them and limit their importance. Works Cited: Abadie, Ann J. Faulkner in Cultural Context. Jackson: University Press of Mississippi, 1997. Clark, Jim. â€Å"On Faulkner. † The Mississippi Quarterly. http://www. questia. com/app/direct/SM. qst Faulkner, William. Collected Stories of William Faulkner. New York: Random House, 1950. Three Famous Short Novels. New York, Vintage Books, 1958. Singal, Daniel J. William Faulkner: The Making of the Modernist. Chapel Hill: University of North Carolina Press, 1997. â€Å"William Faulkner†. http://www. kirjasto. sci. fi/faulkner. htm

Developing Scientific Thinking in Education

Developing Scientific Thinking in Education Developing Scientific Thinking Abstract The essay title was chosen since developing scientific thinking is a key area of teaching in the primary classroom. The skills which are to be developed through scientific thinking are transferrable to many other areas of the curriculum, and many of the skills are central to real life experiences. The essay will discuss why the skills taught in SC1 are of importance. The aspects of SC1 which were taught were forming of hypothesis and relating conclusions to the hypothesis, selection of appropriate equipment, methods and measurements, fair testing and also analysing ways in which the investigation could be improved. The outcomes of these lessons were positive, with the children showing their ability to interact and produce their own questions which could be investigated. They selected appropriate equipment and methods with teacher guidance, and were able to formulate a hypothesis to test. The children were able to contribute ideas as to how to make the test fair, and were able to comm unicate their results in a scientific way, through graphs. The children were also able to recognise factors which affected the outcome of their experiment and suggest further improvements which could be made. In conclusion, the lesson showed that the methods used were a viable way of teaching SC1. It did however highlight several issues which would need to be accounted for in the future, such as group size; a larger group would require greater organisation, and would possibly require a different emphasis during the lessons to account for different knowledge levels and learning styles. Introduction The main justification for the inclusion of investigations within the national curriculum is to develop the set of skills and processes within the children, with conceptual understanding of science being the secondary outcome to be achieved (Watson et al., 2000). The overall aim is for pupils to be developed into critical thinkers, through the development of various investigative skills. All pupils begin school with some limited skills already developed, but these are built upon throughout Key Stage 1 and 2 so that by the beginning of Key Stage 3 (DfES, 2007) all pupils ideally possess a diverse set of skills which will prepare them for the various subjects to be studied at this level, and will also assist them in many real life experiences, particularly as they reach a stage in their life at which they must be able to use skills to form their own opinions and decisions for the first time in their lives. The science curriculum is broken down into four components, and while the last t hree sections, SC2, 3 and 4, are heavily based on knowledge, SC1 is the component which deals with the development of scientific skills, and is central to each of the other components also. Scientific Enquiry in the National Curriculum Organisation of SC1: Enquiry The SC1 portion of the science curriculum is mostly concerned with teaching pupils the mental processes and practical skills which are needed to think and work in a scientific way (Newton and Newton, 1998): Ideas and evidence Planning Carrying out Interpreting and evaluating Recording and presenting data Some of these skills are already possessed at a basic level when a child begins Key Stage 1, and will be developed throughout Key Stage 1 and 2 (DfES, 2007). Other areas of science curriculum There are three other areas of the science curriculum which are taught in parallel to SC1. SC2 is concerned with life processes and living things. This area of the curriculum teaches the pupil to be able to recognise, observe and describe a range of features of the human body, animals and plants. This area is also concerned with life processes, which pupils learn to recognise, describe and explain. SC3 is the area of the curriculum in which materials and their properties are studied. In this component children are taught to be able to classify materials through various properties. SC4 is the area of the curriculum which is concerned with physical processes, such as electricity and forces, in which children should be able to form comparisons, and learn to offer explanations as to why certain phenomena occur (National Curriculum in Action, n.d.). It can be seen from the content of SC2-4 that the ideas and knowledge which is developed in SC1 is fundamental to the remaining three components of the curriculum. The ideas which SC1 teaches are required in order for the development of the other areas to occur. For example, in SC1 the ability to interpret and evaluate is developed, and this is a transferable skill which can be used in each of the other three strands. The ability to evaluate and interpret data is essential for pupils to be able to spot patterns between the life processes of living things and to use these to make evidence based predictions about the way that life processes work in other creatures which have not been specifically studied. This is only an example of one of the many ways in which there is an interdependent relationship between the four strands of primary science education; there are many other ways in which the development of skills in SC1 impacts on the ability of the pupil to develop in other areas of the curriculum. Importance of SC1 SC1 is concerned with three main areas, which are experimentation, exploration and investigation (Newton and Newton, 1998, p. 77). These ideas are all closely related, and when used together form an effective method for introducing new ideas or concepts, or developing the level of understanding in current knowledge. It has been found in previous studies that while numerous activities are offered in the classroom in which children are able to develop skills involving observations, planning and measurement, there are less opportunities available in which children get the chance to put forward ideas, hypothesise and interpret an investigation (Newton and Newton, 1998, p. 77). Goldsworthy (n.d.) also showed that there is a distinct unbalance in the skills which teachers at Key Stage 2 concentrate on in the classroom; it was shown that half of the teaching sampled concentrated on the ‘fair test’. While this is important, there are other skills which are more easily transferred to other areas that appear to be neglected in the classroom at the present time. For example pattern seeking and exploring were found to be dealt with rarely, and using and applying models not at all. This research assumes that the reason for this is due to previous teacher training, as some years ago the emphasis was very much on the fair test; however there have been many teachers come through training in recent years that would have had more up to date training, which should see this in remission, which has not happened. This suggests that there must be other factors which are affecting the areas which are taught in the classroom. For example it could be that the concepts which are most explored in the primary classroom are more abundant in other areas of the curriculum, or it could simply be that the teachers are more comfortable with certain aspects of the curriculum, so these are the areas which are concentrated on in lessons. It could also be that a lack of knowledge on behalf of some teachers leads to confusion between the fundamental concepts involved, such as thinking that experimentation and investigation is the same thing, which could lead to there being vital areas of development which are ignored. It could also be due to time pressures, since processes leading to investigations are often lengthy (Garson, 1988, p. 62). During science activities, discussion plays a critical role, since it is through discussion between pupil and teacher that questions are raised which can be investigated and explored; discussion also leads to effective development of communication techniques. Experience is also needed for the pupils to draw upon in order to identify questions (Newton and Newton, 1998, p. 79), therefore providing varied practical activities for pupils is also essential to development in science (Newton and Newton, 1998, p. 78). Independent investigations are centred on the pupil being in control of the investigation, by setting their own questions in response to given information, and deciding the best approach to tackle the questions raised (Newton and Newton, 1998, p. 79). This skill is useful in may areas of the curriculum, since it instils the skills necessary for the pupil to conduct their own research into any area which they study, for example if the child were set a literacy task in which they had to find examples of a specific type of poem, they would use the same set of investigative skills as in science; they would assess the knowledge that they already have, identify the question to be answered, and then choose the most appropriate option to tackle the task at hand. These skills are invaluable in life, particularly in adulthood, since it is by these same investigation methods which we make many decisions, such as the decision as to which electricity supplier is the cheapest, or where you would b e able to buy a new tyre for your car. The skills which SC1 aims to develop are fundamental skills, exploration skills, direct experiment skills, and independent investigation skills. Fundamental skills which may be developed through science are the manipulation of materials, measuring skills and recording skills. These skills are fundamental not only to creating a sound scientific method of investigation and reporting for the pupils, but also to other areas of the curriculum. For instance the manipulation and measurement of materials is a skill which is particularly useful in technology lessons, such as cooking and craft; recording skills are important in any area in which information needs to be communicated effectively from the pupil to another person. It can also be seen that these skills are fundamental in life itself; measurement is a transferable skill which enables you to effectively plan and measure the time which you spend doing various tasks in life; recording skills allow a person to communicate information to anyone, not only their teacher; manipulation of materials can be an everyday occurrence, such as knowing how to make a cake. When children begin school they can already use their five senses, and can therefore observe and communicate the things which occur around them. However this is usually on a very shallow level, and exploration skills need to be developed in order to enhance these observations, and enable the child to form explanations. These skills can be put to use in many areas of the school curriculum, for example in history, where rather than simply observe events that have happened in the past, exploration skills enable the pupil to delve further into the reasons behind the occurrences. This skill is particularly useful as a life skill, since without the ability to relate reason to an occurrence, it is not possible to alter events which might occur. For example it may be observed that it is slippery when out walking in the snow, which any child would be able to recognise. However with the ability to explore why this may be, and form an explanation as to the reason, it is then possible to explore ways in which the problem may be overcome. How SC1 was used in teaching Central to my approach on teaching of science enquiry is Vygotsky’s idea of ‘zone of proximal development’ that learning should be child-centred and based on activities that encourage the development of reflection through which they gain abstract understanding. Active learning rather than passive learning, collaborative learning rather than individualised learning and the integration of contextual process skills. I have observed lessons where it seemed that the learning objectives that the teacher had for the lesson were concerned with its factual content rather than with a concern to support children’s learning by involving them in the course of learning. As discussed in the beginning of this essay, while this may lead to the acquisition of knowledge through passive learning, it is unlikely that the children are able to develop the key skills outlined in SC1 through these methods. When planning my science work with the children I considered the scientific enquiry skills to be explored in terms of those that I felt were important to develop and relevant to the topic. My learning outcomes included the following: Finding questions that could be investigated scientifically and Choosing how to achieve answers Able to explain a fair test based on predictions I felt that these learning outcomes would lead to the development of analytical skills, since they centred on the pupils exploring their own ideas, and while they were based somewhat on the fair test, this was not the sole purpose of the lesson, simply a method by which children could be shown analytical skills. I began the lesson by talking to the group about the aspect of scientific enquires and on what scientific skills they will be focusing during the lesson (see appendix 1). We talked about the steps they can make when carrying out a scientific investigation. I asked two children to stand together and the rest of the group in pairs to brainstorm any differences in the children that they observed, a process that required a dialogic discussion. After a couple of minutes I bought the group together, listened to their observations and recorded them on the interactive white board. A short extract below illustrate some of the discussion: Andrew: Simon is taller than Leo. Lianne: I bet Simon can run faster than Leo. CT: Why do you think that? What are you basing your statement on? (Pause, no response) Can you explain why you think that? Lianne: Because he has longer legs means he can cover more ground CT: Does anyone else agree with Lianne’s ideas? Andrew: No, I think it depends on how much energy you have. CT: How could we find out whose idea (hypotheses) is true? Andreas: Simon also has longer arms than Leo. Andreas: I think he can throw a ball higher, because he has got a stronger arm. CT: Why do you think someone with longer arms should have stronger arms than someone with shorter arms? Andreas: Well, because he has more muscles. CT: What could we do to find this out? Through further questioning they were able to turn their ideas into questions that could be investigated (Carrà © and Ovens, 1994, p. 6). Here are a few of their suggestions. â€Å"Whether people with longer arms can throw balls higher?† â€Å"Whether people with longer legs can jump higher?† â€Å"Whether people with longer legs can run faster?† On the interactive white board I wrote two questions, â€Å"What will I need to test my question?† and â€Å"Can we investigate with the resources available?† The pupils had a discussion as to what equipment they would use first. One question was modified to whether people with longer arms threw the furthest, since health and safety issues had to be accounted for. Prior to this lesson, the children had taken part in a PE lesson where they were introduced to foam javelin, and they decided they wanted to use these javelins instead of tennis balls to test their predictions. I wrapped up the discussion by reviewing the question with the group to check that it was well defined and focused, telling them they should think mainly about their predictions and where it fits into the cycle of their investigation and what other skills were connected to the process. The group worked collaboratively and divided the responsibilities among themselves. â€Å"Science is thus a sociable activity by nature of the inherent need to communicate between scientist†¦From all background, cultures, countries and language to communicate† (Feasy, 1999) In a subsequent lesson, the children followed their plan and recorded their results on a chart showing person in one column and length of throw in the second column. The group used their results chart to draw a graph to look for a pattern and discovered that their original hypothesis had not been correct. They drew their conclusion that the people with the longer arm did not necessarily throw the furthest. During the plenary I talked to the group about their investigation and asked them whether they were pleased with their results and the way they had collaborated. The children decided that the hardest part of the investigation was the controlling the variable; they recognized that in this instance there were environmental factors such s the wind which affected their experiment; they thought they should have tested the wind direction and speed to ensure it was accurate. They also thought that it was largely due to the technique employed to throw the javelin and how they were feeling on the day to how far you threw the javelin. From their data they agreed that although there was a pattern of those with the longest arms throwing the furthest this was not a concrete fact: â€Å"Miss, Simon threw further than you and you have longer arms than him†. The children were asked to suggest improvements which could have been made to the investigation to make it better, and they suggested on e improvement could be to perform their investigation indoors. I felt the interaction that went on whilst carrying out scientific investigations was beneficial to the children’s learning and enabled them to find out what they do and do not know. (See appendix 2) â€Å"Within†¦discussion students can be encouraged towards critical reflection, examining practice by articulating it†¦Ã¢â‚¬  (Loveless and Dore, 2002, p. 148). The children reported orally rather than writing a formal report about their investigation which gave them ownership of their work and it also gave me a chance to carry out some post assessment on their scientific knowledge. Socio-cultural theorist Vygotsky (1978) emphasised the importance of language use and social interaction within communities for the development of educated ways, of making sense of the world, such as those associated with science. Evaluation of lesson In the instance discussed here the children involved were part of a high achieving group; if the same work were to be undertaken with a whole class diverse backgrounds and learning styles would need to be accounted for, which means that there would need to have been greater organization, and possibly longer allowed for the lessons to account for a longer learning process to take place. Motives for learning must be kept from going passive they must be based as much as possible upon the arousal of interest in what there is to be learned, and they must be kept broad and diverse in expression. (Bruner, P. 80) I have taught quite a few hands-on activities in both my placements schools and I find the children are interested and motivated in doing these activities. I feel they enjoyed the open-endedness of their task and the idea that they can do investigations themselves. This was reflected in the reaction of the children to the lesson discussed above: â€Å"The more you work on our investigation, the more you find out. It made me realize how I have to sometimes change my opinion†. I feel the children did have an understanding of how to find questions which could be investigated, and also had knowledge of how to develop a hypotheses and present a fair test. Duggan and Gott (2002) indicate that those who can apply their learning in a novel situation are likely to be more creative. â€Å"Creativity in science needs to be fostered with more emphasis placed on developing understanding†. I also felt that in the lesson there were added benefits to the hands on approach in behaviour management, since none of the children presented problems with behaviour during the sessions. This is possibly because they were all actively involved in the process, which allowed no time for lack of interest by ant child. Implications for future teaching of science enquiry The results of the session were very positive overall. The way in which the children reacted showed that they already had some previous knowledge of the skills which were approached, and this must be taken account of in future lesson planning. For instance if teaching a group which has less previous knowledge more time would need to be devoted to discussing the issues such as the fair test idea in the first session. Children may also need more time to develop their own ideas if this is something they have little previous experience of doing in the science situation. Another issue which must also be accounted for in the future is the size of the group which is being taught. For instance in this example the small group size not only meant that the children were all of the same ability, but also enabled interaction between the entire group easily. If there were a whole class involved in the activity, certain aspects, such as the brainstorming may be less successful, since it would be mu ch harder to engage every member of a large group. This suggests that activities such as this would be better performed in small groups; for instance if the class were to be broken into smaller groups, each could be given ownership of a particular area to discuss. Conclusion The way in which the science curriculum is divided into four components does not mean that each of these components should be taught in isolation. The first of these components is arguably the most important, since it is the one which is based on the idea of teaching skills rather than knowledge, and this unit is fundamental to teaching each of the other three. The fact that Science Enquiry is aimed at developing investigative and exploration skills suggests that practical sessions are fundamental to the lessons. From my own experience I have found that children react very well to practical sessions, and show capability of developing their skills through interaction. The success of these sessions also suggests that the format would be very useful in other areas of the curriculum, such as topic work, where they could be used to demonstrate to pupils that the skills which they are learning are applicable to many other areas outside of science. It also encourages greater development of skills that will be essential to pupils in many real life experiences. References Carrà ©, C. and Ovens, C. (1994) Science 7-11: Developing Primary Teaching Skills. New York: Routledge. DfES (2007) Science at Key Stages 1 and 2. [Online] Available from: http://www.standards.dfes.gov.uk:80/schemes2/science/teaching?view=get. [Accessed 2nd May 2007]. Duggan, S. and Gott, R. (2002) What sort of science education do we really need?, International Journal of Science Education, 24 (7), pp. 661-679. Feasy (1999) Primary Science Literature, Hatfield: ASE Garson, Y (1988) Science in the Primary School, London: Routledge. Goldsworthy, A. (n.d.) Acquiring Scientific Skills. THIS IS IN THE NOTES, I DO NOT KNOW WHAT BOOK. Loveless, A. and Dore, B. (2002) ICT in the Primary School, Buckingham: Open University Press. National Curriculum in Action (n.d.) QCA [Online]. Available from: http://www.ncaction.org.uk/subjects/science/index.htm. [Accessed 3rd May 2007]. Newton, D.P and Newton, L.D. (1998) Coordinating Science Across the Primary School. London: Falmer Press. Watson, R., Goldsworthy, A. and Wood-Robinson, V. (2000) SC1: Beyond the Fair Test, in Issues in Science Teaching, London: Routledge Falmer, pp. 70-74.

History and Development of Programming Languages

History and Development of Programming Languages Yash Ojha Introduction Programming languages play the most important role in the creation of various  Software’s. Application, and Webpages etc. Just because of the existence of programming languages today everything related to New Technology is possible. For example the various Social Networking sites that we use is a result of Programming Language, the Mobile phones that we use in our daily life is a brilliant outcome of programming as every IC in the circuit of the mobile phones are programmed due to which it works. The most important outcome of Programming Language is the creation of Operating Systems (OS). OS is something without which we cannot use our PC’s or Laptop’s or even our mobile phones. OS acts as a base for every single function of a device to work in short it provides an important platform for the working. If no programming languages were introduced then today it nearly impossible for the people to use computers, mobile phones, servers, and various other things. But thanks to the developers of the various types of Languages that made peoples life very easy and mobile. 1 All about JAVA! Java was developed by James Gosling at Sun Microsystems in 1992 and was officially  released in 1995. JAVA Technology is a programming language that is used for meeting  the objectives of current challenges and opportunities in the present computing realm. Java Virtual Machine (JVM): JVM is an Interpreter for JAVA programming language,   i.e., it is the only way to convert a Byte Code into machine language. The Byte Code  cannot be converted using any technique other than the JVM. Therefore as I said above Byte Code somehow helps Java in being secure. Java Runtime Environment (JRE): We all know that that the major problem with the programming languages before JAVA was platform dependency i.e., if we want to run the code compiled in Windows Xp in Linux, this was not possible as for that we need a special compiler which works in Linux only. So to solve this problem JRE was launched and became a part of java. Every Operating System have some mandatory files that are needed to run java on that particular OS. So in short JRE in the collection of all those mandatory files needed to run java on various OS’s plus JVM. Due to JRE today it is possible to use the code written in some OS in any other OS. So JRE made JAVA completely PLATFORM INDEPENDENT. The byte code is loaded into JVM using the Class Loader. JIT (Just in Time): JIT works as a verifier. It verifies the Byte Code first whether it is infected or not or whether it is holding some kind of virus in it or not. If found clean it forwards the Byte Code to the JVM for further process. JIT is completely responsible for the SECURITY of JAVA. Let’s see the whole process graphically. A.java A.class 2 Now I’ll show you a basic program in java with its output. class Sample { public static void main(Strings) { System.out.println(Hello World); } } Let’s talk about the main() function. The main function is made up of 5 things. Access Specifier Function Name public static void main() Parentheses Access Modifier Return Type Java Fundamentals All programming languages have its own syntax and reserved keywords. JAVA also  has these kind of language fundamentals.   Basic fundamentals of java includes: Java Keywords Data Types Legal and Illegal Identifiers Operators Let’s see every fundamental in detail. Java Keywords: Keywords are the words that convey special meaning to the language compiler. These are reserved for special purposes and must not be used as normal identifier names. Data Types: Data types are keywords are means to identify the type of data and how much memory a variable needs to carry out a particular operation. Data types are divided into two types: Primitive Data Types (8 types) Non Primitive Data Types (User Defined 3 types) Legal and Illegal Identifiers: Identifiers are building blocks of a program and are used as the general terminology for the names given to different parts of the program viz. variables, objects, classes, function, arrays etc. 3 Operators: The operations being carried out are represented by operators. The operations (specific tasks) are represented by operators and the objects of the operation are referred as operands Classes in JAVA Class is a collection of objects of similar types of objects. Objects are nothing but a buffer or an area and are defined by something which have some property and behaviour. In java objects are created in the HEAP Memory inside the Java Virtual Machine. Syntax for creating an object in java: Class name object name=new class name(); new is a keyword of java which when used creates an object in the HEAP. Now whenever we use the new keyword a space in created in the HEAP memory inside the JVM for the object at runtime. When we print the reference variable of some class then it prints 3 things: Class name â€Å"@† symbol Hash code Graphical representation of HEAP and other memory areas available inside the JVM. 4 Principal of Object Oriented Programming (OOP) The object oriented programming has been developed with a view to overcome the draw backs of conventional programming approaches. The OOP approach is based on certain concepts that helps it to attain its goal of overcoming the drawbacks of conventional programming approaches. There are 4 general concepts of OOP: Polymorphism Inheritance Abstraction Encapsulation (it’s a part of abstraction) Polymorphism: It is the ability for a message or data to be processed in more than one form or it can simply be defined as one name used for many tasks which is used to speed up the compilation time. Inheritance: This is a parent-child relationship between two classes. In this, the child class object inherits some properties of the parent class object. Abstraction Abstraction refers to the act of representing essential features without including the background details or explanations. Abstraction is divided into two parts: Abstract Class: Abstract class is used to define a rule. Rules in abstract class: All the task which we can perform in a normal java class can also be performed in an abstract class. In abstract class we can define normal method as well as abstract methods. It is not compulsory to have at least one abstract method in a class. If a method is abstract then the class should be abstract. We cannot instantiate (cannot create the object) of abstract class. Abstraction is achieved using extends keyword. Interfaces: Interface are pure abstract methods. A class implements an interface, thus inheriting the abstract methods of an interface. An interface contains the behaviour that the class implements. The class that implements interface is abstract. Syntax: interface my; { declaration of methods;} 5 Rules in Interface: We cannot instantiate of an interface. Interface are used to define the rules purely. All the methods of an interface are by default public and abstract. In case of interface we use the keyword implements. If we define any data member inside an interface than by default it becomes static and final. Interface is used to achieve Multiple Inheritance. Packages Packages is a collection of classes and interfaces. No class can exist without a package included in it. This is the rule of OOP’s. But when we open a class we don’t always make a package in that class, so in this case the rule of OOP’s is violated. So to avoid this problem JAVA has given a feature in its compiler due to which when we compile the program, the compiler automatically creates a package of the respective class during the compile time. Command to compile the program with a package: javac –d . p.java Name of the project current directory is the same location as the class where the package is to be made. Destination. –d . is called the switching tool. Program with a package can be executed by using the Command: Java . Exception Handling When any abnormal condition that comes in a code which can be handled then that situation is known as Exception Handling. For every exception there are exception classes and exception methods to handle that exception in java by default. We can easily handle these unwanted exceptions by using try and catch block. Try is used to detect exceptions in a program and catch is used to handle that The â€Å"finally† block: If an exception occurs in a program then the try and catch block will be executed and then the program terminates in normal condition. But in case of finally before the termination of program finally block also executes. Syntax: try{-} catch{-} finally{-} 6 Threads Every process is divided into two categories: Heavy Weight Processes Light Weight Processes Heavy Weight Processes: These processes are those processes which stores a separate area in RAM. Light Weight Processes: These processes are those processes which occupy memory under the heavy weight processes. These light weight processes which occupy memory under the heavy weight processes are known as Threads in JAVA. Basically there are two ways in which we can make a thread: By directly implementing the runnable interface. By internally implementing the thread class in interface runnable and extending thread class. Multithreading Every part of a program is called a thread and every thread defines a separate path   of execution. Java provides a building support for multithreading program. The multithreaded  program contains two or more parts that execute concurrently. Priority of which thread will start working first is decided by a program named as Thread   Scheduler which is a program of the Operating System. It gives the priority randomly. Synchronization To avoid the corruption of data we use the concept of synchronization in threads. When we share a single object into multiple threads then the chance of data  Corruption arises and to avoid this we need the concept of synchronization. The keyword synchronized is applied on the function where the variables are  assigned values. Due to the concept of synchronization only one thread  executes at a time. Input/Output Stream Streams are nothing but a special type of buffer. In terms of JAVA streams are flow of bytes. Benefits of I/O Stream: Execution time reduces. Performance Enhances. Network congestion chances reduces. We get bulk data at a time. Streams are divided into two types: High Level Stream Low Level Stream High level stream cannot be used alone, whenever we want to use a high level stream we have to connect it by a low level stream. Stream Byte Stream Character Stream Console Based Unicode Input Output Reader Writer Stream Stream Byte Stream Input Stream Output Stream FileInputStream FileOutputStream BufferedInputStream BufferedOutputStream DataInputStream DataOutputStream ObjectInputStream ObjectOutputStream ByteArrayInputStream ByteArrayOutputStream PipedInputStream PipedOutputStream 8 Character Stream ` Reader Writer File Reader File Writer Buffered Reader Buffered Writer import java.io.*; class Demo0 { public static void main(String args[]) { FileOutputStream fout=new FileOutputStream(â€Å"a.txt†); PrintStream ps=new PrintStream(fout); ps.println(â€Å"hello†); ps.println(â€Å"hey†); System.setOut(ps); System.out.println(â€Å"m†); } } This is a sample program of how to write a file by coding in JAVA. Serialization Serialization is the process using which we can convert an object into a stream. If we have to use an object only once and then we need to use the same object after a long time then we use the concept of serialization. Features of Serialization: Only the object of that class can persist which implements serializable interface. If the parent class implements serializable interface then there is no need for child class to implement serializable. In case of serialization transient data members cannot persist. In case of serialization static data members cannot persist. Only the non-static data members can persist. If we make any variable transient that means those variables are unwanted now and will  get no memory in the HEAP inside the JVM. Serializable interface is a type of marker interface. Marker interface are those interface  which have no methods.

Siddhartha :: essays research papers

Siddhartha was a young boy living in the wealthy part of India with his parents. His father, a rich and powerful priest taught him how to read people. At an early stage in his life Siiddhartha could understand people and could hold conversations with the best of even the elders. He was a very impressionable young fellow, and also was very handsome. Siddhartha was supposed to take after is father and be a Brahmin, He too was to become rich and powerful. By the time Siddhartha was a teenage boy he had already made up his mind that he had learned everything he could learn from elders and his teacher. He needed to find other ways that would help him find what he is looking for. Siddhartha hear the preaching of many priest. He developed this thirst for more knowledge, he seem to be a â€Å"vessel that was not full† PG 3 Siddhartha discovered that with all the teachings he learned from others just did not quench his thirst for knowledge. He was not happy and needed to go out into the world to find out who he really is. Siddhartha told his father he wanted to go wandering, seeking knowledge, and he wanted to take no possessions with him. He wanted to become a Samana, (a nomad). His father disagreed with him, and Siddhartha threw a tantrum. He protested his father’s disagreement by standing by a window all night long. His father eventually gives into Siddhartha’s wishes and agreed to let him go. His father says to him â€Å"if you find salvation in the forest, you should come back and teach me†. Pg 7 So Siddhartha set out on his quest for knowledge, his friend Govinda accompanied him. This remains me of when I was young, the age when I thought I knew everything. I got my first apartment, which made me feel like an adult woman, and I felt as if I knew it all. My mother was not happy about this and she voiced her disapproval. Like Siddhartha, I also threw a tantrum and was very rebellious. I locked myself in the bathroom hoping this would change my mothers’ mind, it did not, and she still disagreed. However, after sometime she finally gives in and approves of me moving into my own place. This was know as cutting the apron string. Siddhartha was still young and was soon on his way to discover the world.

Schizophrenia and Involuntary Treatment in the Case of Malka Magnesia E

1 Introduction Malka Magnesia, a second year political science student with an A average, suddenly re-pairs to the attic of her parents’ home and refuses to go to school or to work. She explains that she has been ordered by her â€Å"superiors† in another galaxy simply to sit and repent. Her distraught family pleads with her to seek medical assistance but she refuses on the grounds that her â€Å"superiors† consider her â€Å"unworthy†. The family psychiatrist advises that exposure to some of the modern drugs has been known to reduce such schizophrenic symptoms within a period of weeks. To what extent, if at all, should the law permit the involuntary hospitalization and drug treatment of Malka Magnesia? To what extent, if at all, would it make any difference if she suddenly went into the streets and started giving to total strangers, large sums of money from her inheritance, because, again, it was ordered by her â€Å"superiors†? And, to what ex-tent would it make any difference if, for the same reasons, she began to fast? To whatever extent you would permit some form of coercion, spell out the criteria and safeguards, which should apply. The remainder of the paper is organized as follows: In the next section, the three different stages of Malka Magnesia’s illness are examined regarding the question whether she should be involuntarily hospitalized and medicated. In the last section of this paper, the main find-ings are summarized. 2 Three different â€Å"stages† of Malka Magnesia’s illness 2.1 Malka secludes to the attic The first stage of Malka’s illness, in which she secludes herself in the attic and refuses to go to neither school or work, at first glance seems rather harmless: It is mentioned that she is a political science student with an A... ...lized indefinitely (cf. Gray/O’Reilly 2009). This would be indeed akin to being incarcerated for the rest of her life, something usually reserved for serious criminal offenders. Only her treatment would probably improve her condition insofar that she will be able to be released. All in all, this alternative seems worse than involuntary medication. Works Cited Department of Justice (2010): Canadian Charter of Rights and Freedoms. http://laws.justice.gc.ca/en/charter/1.html#anchorbo-ga:l_I. (Last retrieved: December 7th, 2010). Gray, J. /O'Reilly, R. (2009): Supreme court of Canada's "Beautiful Mind" case. In: International journal of law and psychiatry, Vol. 32, Issue 5, pp. 315-322. Gupta, M. (2001): Treatment refusal in the involuntarily hospitalized psychiatric population: Canadian policy and practice. In: Medicine and Law, Vol. 20, Issue 2, pp. 245-265.

Importance and Scope of Commerce

Since the second part of the 20th century, the world is entered in the new era of the globalization. This era began with the creation of the GATT (General Agreement on Tariffs and Trade) in 1947 which finally lead to the creation of the WTO (World Trade Organization) in 1995. Those organizations have for objectives to accelerate, in the world scale, exchanges of goods, services by limiting the barriers of the commerce between the countries. In this era of globalization, the commerce has a central place. The importance of the commerce is in the fact that it provides goods and services which are easing the life of the consumer all around the world. Commerce is a preponderant vector of economics development and growth for countries. Indeed, the countries the most powerful, on an economical point of view, are the countries which dominate the world’s business, like the United States of America, China or Arabic countries due to the oil’s market. The opening of economies to the rest of the world and the trade liberalization (which can be reach thanks to the GATT and WTO’s work) are essential steps to improve the well-being of populations. It contributes to reducing poverty and helping countries to accelerate their progress (developing countries). The final objective of commerce is to make all the countries economically independent, in a sustainable way. Due to the importance of commerce in the present day world, there is a constant development of businesses and specific jobs in relation with commerce. That means that more and more people are engaged in commerce and concerned by this activity. So, the scope of commerce is very wide and is still changing day after day. Indeed, since the world is growing (new consumers, new way of life [†¦]) and the technology are changing, there is new businesses which open every day worldwide. Furthermore, there is a change in the world’s economy which influences the scope of commerce. For example, in one hand we can see that all the manufacturing companies are moving to developing countries to benefit of the low-cost labor force, in China or India for example. So it changes the frontiers of commerce by create new players in the world business. In the other hand, the developed countries have to find new opportunities for maintain their importance. So they explore new fields for business like the Internet. Thus, most of the companies from developed countries are moving toward the internet by the creation of a new way of make business: the e-commerce. With this opening on the virtual world for commerce, it expends more and more the scope of commerce. And you can guess that in the near future, with the development of new technologies, companies from developed countries will find other field to continue their business. So, we can conclude that the importance of the commerce in our society is very strong and that his scope is as wide as commerce is important in the 21st century. But we have to keep in mind that the current limits of commerce won’t be the same tomorrow and are not the same as yesterday because the scope of commerce is in constant evolution: each day, new entrants are coming to the business replacing other players who disappear.

Pre Twentieth Century Poetry War And Death Essay

To compare the way in which the two poets write about the vitrine of death. Use qoutations to support your views.The first verse form is entitled Dulce Et decorum est. This metrical composition is create verbally by Wilfred Owen, he served in the multitude in 1915 & died 3 years subsequently in 1918. During this time he had a serious describe of what struggle was about. This song is a very anti contend piece of poetry. He describes the state of war in gory details & the obvious film is to discourage people from joining the war effort. He uses vivid descriptions to describe simple things. Knock kneed, coughing standardized hags,we cursed by sludgeIn the meter the s of age(predicate)iers are retreating, this metrical composition is extremely dispirited and morbid. The causality was trying to create a picture in our imagination of the awful scenes. He is also trying to regularize future day generations not to fall for the old lie, Dulce Et Decorum Est Pro Patri Mori. This he claims is propoganda which volition make you feel patriotic & emergency to die for your country. In the poetry a fellow comrade dies from a flatulency attack. In certain parts of the poem he uses wild Similes, for example. His hanging face, like a devils sick of sin This appeals to most people because it catches your eye, it is a peom which can be confusing if you had no idea what was happening. This is diametrical from early(a) poems because it describes everything in detail. Halfway through the poem, the author describes what resembles a crude funeral. If in some smothering dreams, you to could pace, behind the police van that we flung him in. The reason this is crude is because you wouldnt immure someone into a hearse. I look the reason that they did that was because they are exhausted comely as it is without carrying extra weight. This poem is a basic warning to all future generations, although whether it worked or not is unknown. Personally it works for me as I would not join.The punt poem is entitled, occlusive All The Clocks. The author is W.H Auden. this poem was pen during peacetime & isnt as morbid and grim as the other poem by Wilfred Owen. This poem is much personal & more of a deeper tint going into it the emotions that he was feeling at the time of pen. The poet was a homosexual & is writing about a lover, who is male. This makes no expiration to the poem. It would be the same if he was a heteresexual. W.H auden uses some wierd linguistic process to describe his lover. He was my North, my South, My East & West. I think this mover that he was the world to him. W.H audens poem sounds like he wrote this when his emotions were at in that location highest. the other poem seemed to be written after the war, the emotions in it wouldnt be as strong. W.H Auden uses everyday objects to represent his feelings. Stop all the clocks, cut the telephone. Prevent the chamfer barking with a juicy boneThis isnt rare in poems but the words he uses are. If these were used in figure sentences then they would sound pretty normal. general some(prenominal) poems give an accurate account of War & Death, some(prenominal) peoms are commodity & are very well written. If i personally had to choose a poem that i liked, I would choose the Dulce Et Decorum Est. I think that it grabs peoples attention & it sounds more like a poem which would engagement people. It gives an account into the past. I think both poems get there message across. War & Death is examplified well into both poems & both authors have done a good job to show this.

A Condition Previously Known As Mental Retardation Education Essay

Introduction apt deadening ( ID ) , a status antecedently recognisen as mental deceleration, is defined as a deadening characterized by primal restrictions almost(prenominal) in cerebral proceeding and in adaptative deportment as explicit in conceptual, social, and practical adaptive accomplishments and that the footh of age(predicate) for the constipation has been open prior to maturate 18 ( AAIDD, 2002 ) . This status affects ab aside 1 % of population ( Bello, Goharpey, Crewther & A Crewther, 2008 ) , and has historic aloney been defined as an apprehension quotient ( IQ ) phiz of little than 70 ( Schalock & A Luckasson, 2004 ) . In recent decennaries, the definition of ID has been revise, which now includes whatsoever(prenominal) a graduation of sharp-witted functioning and an indi stomacht of somebodys adaptative de stringentour in their environment.Intelligence tints to unmarried s boilersuit mental ability or his/her power to ground, program, work out jobs, comprehend hard thoughts, and learn ( AAIDD, 2010 ) . The judgement of sagacious exertion is veritable(prenominal)ly achieved through disposal of intelligence quotient ( IQ ) trial. Most IQ trials atomic number 18 structured in the manner that a trade name of 100 is considered basal, with a imitate divergence of 15 ( Hourcade, 2002 ) . In eng datement to Ameri derriere Association on Intellectual and Developmental Disabilities ( AAIDD ) guideline, an sensible stop that is considered to be within the scope of keen disablement if it is two or much tired divergences ( SDs ) below the mean ( AAIDD, 2002 ) . In dissipate(a) word, a power point of 70 IQ points or lower will be the cut-off point for ID when utilizing an IQ trial with a mean of 100 and a standard divergence ( SD ) of 15, which account for the lowest hiting 2 % of the normal population ( Flynn, 2000 ) .Adaptive behaviour refers to the aggregations of conceptual, societal, and practical accomplishments that people learn and bring to pass in their mundane lives ( AAIDD, 2002 ) . Similar to the approximation of sane effect, adaptative behaviour be assessed with instruments which requires detecting the person in narrate of affairss where these accomplishments be required, or questioning those who know the single well ( Hourcade, 2002 ) . In AAIDD meshing site, important restrictions in adaptative behaviour atomic number 18 operationally defined as public proveation that is at to the lowest degree two standard divergences below the mean of either ( a ) one of the following(prenominal) triplet types of adaptative behaviour conceptual, societal, or practical, or ( B ) an overall mark on a interchangeable step of conceptual, societal, and practical accomplishments.In general, persons with ID possess some rough-cut signs. Typically, persons with ID will larn and germinate more(prenominal) easy than a typical individual because of their cognitive restricti ons. More frequently, they present with specific it cognitive shortages such as damage in memory, attending, or re erudition of linguistic communication, which frequently result in their lupus erythematosus efficient larning abilities ( Hourcade, 2002 Van der Molen, Van Luit, Jongmans, & A Van der Molen, 2007 ) . To certain extend, their slower processing, curtail memory or attending scum bag at any rate associate to their lack in ego control and ordinance, ensuing in feelings that they argon more inactive or disengaged from activity ( Linn, Goodman, & A Lender, 2000 ) or and more distractible or unprompted than otherwises ( Goodman & A Linn, 2003 ) . Therefore, persons with ID frequently require diametric signifiers and grade of financial represent in the outgrowth of larning and development.Identification/Diagnosis of IDThe standards utilize for title and name of ID have evolved from a long manner. Schalock and Luckasson ( 2004 ) sum up foursome assails that have been used to place individuals with ID historically. In the early twenty-four hours, ID was ab initio identifies non designateing on rigorous standards, but on persons unfitness to accommodate to their societal environments. The forward motion of health check theoretical account nevertheless has changed the beleaguer of placing ID. In confines, the base of appointment was shifted to the individual s symptoms complex and clinical syndromes, with the focal point on the functions of physical causes and heredity. Later, with the rise of psychometric trials, the standard for title and diagnosis of ID was once more shifted to individual s rational operation. In term, steps obtained from IQ trials argon used as shipway to specify and sort persons with ID and their badness of ID. The think displacement in the standard was to an effort they named as dual- cadence , where both cognitive operation and adaptative behaviours were included as standards of specifying ID.The dual- criterion firing was fore to the highest degree introduced by AAIDD ( was so named as AAMR American Association on cordial Retardation ) in 1956 and has been adopted by other symptomatic dusts such as the Inter bailiwick motley of Functioning, Disability, and Health ( ICF foundation Health Organization ( WHO ) , 2001 ) , the Diagnostic and statistical Manual of Mental Dis severalizes 4th ed. , text edition rpm ( DSM-IV-TR American Psychiatric Association, 2000 ) , and the other clinical guidelines used for prevailing definitions of rational disablements such as the International Classification of Dis fill-ins, and Related Health Problems 10th registration ( ICD-10 WHO, 1992 ) ( Schalock & A Luckasson, 2004 ) . The current dual-criterion attack of the categorisation system similarly present a paradigm displacement in the enquiry and study configuration, where rational disablement is no longer be viewed as person-centered shortage, i.e. , feature of the persons. Rather , rational disablement is contextually primed(p) and with appropriate championships, life operation of persons with rational disablement may better ( Schalock & A Luckasson, 2004 ) . With that, the current AAIDD sort system emphasizes the magnificence of contextual support and intervention to make toing restrictions in the countries of rational and adaptative operation.The AAIDD categorization system is one of the most widely used diagnostic systems in the knowledge domain of research and learning style ( Schalock & A Luckasson, 2004 ) . The working definition of ID proposed by AAIDD composes of ternary key constituents which atomic number 18 besides ordinarily acknowledged by DSM IV-TR and ICF 1 ) an IQ mark of less than 70 2 ) an important shortage in adaptative map and 3 ) the oncoming of disablement prior to 18 old ages of age. inwardly this system, the three required steps for a diagnosing of ID include an IQ trials, adaptative behaviour graduated tables, an d documented age of oncoming.Designation of ID in clinical looksThe term designation here refers to the subroutine of judgment and diagnosing which a dinner gown diagnosing of ID can be arrived if standards are met. As mentioned above, internationally, clinical definitions of ID are commonly based on established psychiatric diagnostic systems such as ICD-10, ICF and DSM-IV-TR. As noted by Salvador-Carulla and Bertelli ( 2008 ) , there is pure variableness in the standards of the different psychiatric diagnostic systems. likewise rhythm toing on the age oncoming of the disablement, all these systems portion a common attack, Internet Explorer, the appraisal of the individual should be taken as a wind up within the context of the individual s rational capacities and adaptative operation in his environment. Nevertheless, minor differences are still present within some standard among the different diagnostic systems ( Salvador-Carulla & A Bertelli, 2008 ) . For case, the cut-o ff point of the IQ degree ( AAMR 70-75 DSM-IV-TR 70 ICD-10 69 ) that demote persons as holding marginal rational disablement varies among the three major diagnostic systems. Furthermore, the definition of adaptative accomplishments differs among these systems ( Colmar, Maxwell & A milling machine, 2006 ) .Designation of ID in educational scenesThe designation of savants with rational disablement within educational puting evolves parallelly with the alterations in the clinical diagnostic systems of this disablement ( Smith, 1997 ) . Internationally, this revised definition of ID by AAIDD has influenced the development of saucily categorization system in educational scene. In term, the categorization of ID has moved from a simplistic IQ-based categorization system to a more holistic attack, where a three-step attack is normally accepted as the criterion of categorization ID and explicating support. Ee, tangent and Lim ( 2004 ) sum up the stairss as follow 1 ) a formal appraisa l of IQ and adaptative map 2 ) an analysis of persons in the four dimensions of rational operation and adaptative accomplishments, psychosocial and randy consideration, physical health and etiology, and environmental consideration 3 ) depict the visibleness and strengths of support needed based on the profile.Although the above mentioned system has been acknowledged as a new subject for designation of ID in statement system, there are still fluctuations in the accent and procedure of placing ID in educational scenes among states. Colmer, Maxwell and Miller ( 2006 ) remark that phenomena such as over-emphasis on IQ mark and concentrating on disablement are still prevailing in educational scenes where cognitive ability is frequently perceived as the base of person s attainment. In Singapore, the guideline for designation of ID is mostly self-consistent with the diagnostic system of World Health Organization ( WHO ) ( NCSS, 2003 ) , where a formal appraisal of adaptative operati on and IQ are necessary when decision the degree of restriction and support needed, with a prevailing inclination to adhere to the traditionalistic categorization system, where the degree of disablement is associated with IQ tonss ( Ee, sunburn & A Lim, 2004 ) .Educational Placement of pupils with IDThe formation of pupils with ID can be classified into three chief scenes viz. mainstream inform, ill-tempered schools and outdoor of the development system, i.e. , drop-outs ( Snell, Luckasson, Borthwick-Duffy & A et Al, 2009 ) . Snell, Luckasson, Borthwick-Duffy and et Al, ( 2009 ) describe the national tendencies of order for pupils with ID in the rhythmical army. Although cellular inclusion conception has been advocated in the last decennary of ordinal century in the USA, there are still about 50 % of pupils who are diagnosed with ID receive their counselings in separate scene such as especial(a) schools. In add-on, a important residual of pupils with ID leave sch ool earlier. Cited in Snell, Luckasson, Borthwick-Duffy and et Al, ( 2009 ) , Polloway et Al. ( 2009 ) report that in the USA, 28.6 % of pupils with rational disablements drop out form schools during the 2002-2003 school twelvemonth. Overall, the per centum of pupils with ID who are to the wide-cut included in mainstream schools is still relatively low, accounted about 11 % in the USA ( Snell, Luckasson, Borthwick-Duffy & A et Al, 2009 ) .In Singapore, kids with ID are move in both point and mainstream schools, depending on their abilities and demands. Typically, Children with profound disablements and require extended support are enrolled in item schools, and kids with milder disablements can be found in all degrees of educational systems ( Lim & A Nam, 2000 ) .The procedure of appraisal and designation of ID in educational scene is frequently motivated and guided by a primary end of modify a sound educational arrangement. Traditionally, kids with rational disablements are normally enrolled in circumstance cultivation schools ( MacMillan & A Forness, 1998 ) . With the rise of inclusion motion, the educational arrangement of kids with ID varies among states. In Singapore, kids with rational disablements, including those at mild degree are by and macroscopic enrolled in crabby schools, in which most of them continue and complete their instructions within the particular instruction system ( Ee, Tan & A Lim, 2004 ) . Whilst in states such as the USA, where inclusion pattern has started for more than a decennary, more pupils with ID are analyzing in mainstream schools.Based on estimated prevalence rates, it is suspected a ample find out of kids with ID are enrolled in mainstream school ( Ee, Tan & A lim, 2004 )Screening of IDIt is recognized that planning and intercession for individualised support for persons with ID are indwelling in the current epoch. In order to program and measure the effectual and purity of the support service, valid vie wing and anterior designation are necessary to ease a formal referral and appraisal, therefore support and intercession. Nevertheless, in contrast to the considerable mis enceinte among professional pedagogues and clinicians as to which guidelines and processs to follow in naming rational disablement, there is no consensus on the formal processs to test ID ( MacMillan & A Forness, 1998 ) . As cited in MacMillan and Forness ( 1998 ) , in the USA, most of the pupils with ID are foremost screened and referred by their instructors for formal designation of ID by mental wellness professionals. Similarly, in Singapore, no formal processs are available when set about into the showing of ID. The familiar showings of pupils with possible rational disablements are normally done by school instructors. In fact, the procedure of referral for a formal appraisal and diagnosing frequently starts with instructor s observation on pupils clear and consistent underachievement in their donnish wo rk ( Ee, Tan & A Lim, 2004 ) .In other word, collectable to disregarding of formal guidelines for examination procedure, instructors cognition and judgement on the pupils abilities play important functions in the referral and designation procedure. Teachers played a cardinal function in the designation of pupils with particular educational demands and in specifying the degree of support ( LOS ) they required for each pupil ( McKinnon & A Cordon, 1998 )The grounds are describe as follow foremost, since instructors normally refer pupils after they realize that pupils public presentations are significantly below the norm. The norm , i.e. , mean public presentation of the pupil s immediate equals becomes the benchmark for instructors to do determinations for referral. In term, a underachieving pupils will be more credibly referred for formal appraisal if he is in a category or school with high-achieving equals, and otherwise less likely to be referred if all his schoolmates ar e low-achieving. Second, the instructors germane(predicate) cognition on ID and particular demands is besides important in the procedure of testing without a formal showing barb ( MacMillan & A Forness, 1998 ) . In such instance, who embark on referred varies from schoolroom to classroom as some instructors may hold higher border working with donnish-weak pupils, and others may hold small capableness in covering with those with bicker to maintain up with school subscriber line of study.The teachers factors in the procedure of testing for ID and particular demands are even evidenced in X school, where most of pupils are academic under-achievers, with co morbid behavioural and emotional troubles. A determination for referral is frequently less distinct when there are five-fold jobs are naming for attending. Therefore, a standardised showing tool may make a common metric for instructors to establish on when placing pupils necessitating formal appraisal and particular deman ds. In line with current diagnostic system, a testing tool with focal point on both cognitive ability and adaptative behaviours is necessary when come to a determination for support and arrangement.InclusionThe term inclusion here refers to a pattern that pupils with disablements are integrated into general instruction schoolrooms ( Quah, 2004 ) . In inclusive instruction, persons with disablements study regular in general instruction schoolrooms. However, necessary supports may be given during their procedure of survey in general instruction schoolrooms ( Quah, 2004 ) . Since the late twentieth century, inclusive instruction has become an international temperament and lay ( Ainscow, Booth & A Dyson, 2006 ) . Policies and statute truth have been passed in many separate of the universe to advance inclusion in instruction ( Booth, 1999 Bricker, 2000 Harris & A Stephenson, 2003 Ainscow, Booth & A Dyson, 2006 ) . In response to the displacement in statute law in particular ins truction, ( grounds ofmore inclusion of ID in other states ) Inclusion of Down s syndrome in mainstream school is widely accepted in England after more than 20 old ages of inclusion run ( Booth, 1996 ) .Snell, et Al ( 2009 ) more ID pupils are included in regular schoolsHowever, non in Singapore, As pointed out by Lim and Nam ( 2000 ) , in Singapore, a double instruction system providing to pupils with and without disablements is still runing. ( Due to miss of preparation for instructors ) Movement towards incorporating pupils with disablements, particularly those with go to terrible degree of disablements into regular schools clay slow. Teachers still refer their pupils with ID to particular schools combine instruction is an earlier version and refers to giving excess support to pupils with particular demands who are take parting in the mainstream line of achievement of study without major restructuring of content or bringing ( Booth, 1996 ) .. However, the tendency of inclusion has besides been accepted by society and school forces. Programs and services have been put forward to ease the inclusion of pupils with physical disablements and autism ( Lim & A Nam, 2000 ) . ( Add more from LIM and NAM )Although inclusive instruction is accepted as an international tendency for persons with disablements, surveies have revealed assorted consequences of benefits and jobs. Harmonizing to Wong ( 2002 ) , research surveies on inclusive instruction by and large suggest an betterment in societal accomplishments and community integrating after arrangement in mainstream school. Whilst, there are besides concerns that inclusion was damaging to run intoing the demands of some pupils if the adaptation of course of study is non tally with their cognitive abilities. In his survey on parents perceptual experience on inclusion pattern in Hong Kong, Wong ( 2002 ) studies that pupils with disablements face abundant trouble in run intoing academic demands in school, which impo se obstructions for their effectual acquisition. ( ? well universe related to Severity of ID or degree of support needed )Multi-cultural issues in showing and designationThere is ever concern that cultural minorities are falsely identified as being rational disable. In order to turn to this concern, MacMillon et Al, ( 1996, as cited in MacMillon and Forness, ( 1998 ) ) investigate the carriage of systemic differences among referred Caucasian, Hispanic and African American pupils in California. Their findings suggested that the Verbal and Performance IQ of Caucasic pupils are higher than African American pupils, taking to a glib decision that schools are unwilling to luxate in mentioning minority pupils.History of instruction for kids with ID in SingaporeLack of preparation on particular instruction among instructors