Travel journals vs. travel blogs Essay Example | Topics and Well Written Essays - 3250 words

Travel journals vs. travel blogs - Essay Example Travel journal can be made from composition books through redesigning and the change of the cover presentation. However, the major issues in the design are the information in the journal and not the design (Beverly and Thomson 67). To develop the travel journal, the writer must be a traveler with a passion to travel around the world. The success of the whole journal depends on the experience of the writer during the journal. The journal is used to record the significant events and issues that occur during the travel. As stated earlier journals are not the daily recording of the actions of the traveler, but focusses on the significant events or the crucial issue that the writer want to put across to the audience. The success of the travel journal depends on the encounters and the level of fascination connected to the writings. This paper is going to cover the Palmer’s journal of travels over the Rock Mountains, 1845-1846. Palmers Journal of travels over the Rock Mountain 1845-1 846 The Early Western travels authored by Palmer cover a journey through the rocky mountains of the western world slightly after the resettlement that occurred in the era. The journal addresses various issues that the traveller met in the society. Among the vital issues addressed are the social issues affecting the society after the resettlement? The volume focussed is volume 30 of the travel journal. The focus on the volume is the travel in the western part of the US, and the content involves the travel to Columbia among other issues (Berry). The travel indicates the value of technology and other related issues in the travel. During the time of palmer travel, technological advancement in the sectors of transport and navigation was not clear. The social... This essay â€Å"Travel journal vs travel blogs† demonstrates the difference between them. The distinction between the two made on the basis of the medium of presentation. Travel journal employs the use of print format while the blog uses online services. The success of the whole blogging process depends on access to internet services. According to Beverly and Malaval, online presentation offers the opportunity to present issues in an open and clear way. It is easy to update a travel blog compared to travel journal. However, travel journal offers a hard copy of the document and can be kept for reference and blogs may be lost with the changes in the online platform. However, travel blogs are the current issues used in recording the experience of travelling and adventure. Blogs are easier to manage due to the ease of accessibility and the simplicity in setting up. The first travel blog was initiated in 1995 and since then, the use has been on the rise. To succeed in the entire p rocess of blogging the blogger must develop interest and develop the necessary skills for the whole process (Benioff). Travel blogs are increasingly being used to spread the information on the success of the travellers and other relevant information. Information sharing by use of blogs has increased significantly and the travel blogs are becoming one of the most successful platforms for the sharing information. The success of the blog process will depend on the writer’s creativity and the magnitude of the travel.

A Rose for Emily Essay Example for Free

A Rose for Emily Essay Beyond these two similarities the stories differ greatly. One of the most notable differences between the two stories is the tense with which they are written. Poe takes us into the mind of the main character using the first person. In this way we learn about the insults perpetrated against the main character along with the intimate reasoning he uses to justify his act of murder. On the contrary, Faulkner writes his story in the third-person omniscient voice and defines the main character through a myriad of supporting characters and dynamic imagery. This use of tense functions well and reinforces the writers plot design. The two writers create very different environments in which the action takes place. Faulkner opens his short story setting up a gloomy, dark stage by describing a derelict Victorian home in a denigrated neighborhood. In the case of Poe’s short story the first clear description of the environment comes later in the story and describes the tunnels leading to the cask of Amontillado. This cramped setting appears to reinforce the cramped space in which Fortunato is ultimately entombed. These settings work well to create a mysterious and tense plot. Faulkner uses many characters in his story where Poe restricts himself to just two. In Faulkner’s story the protagonist is defined through the eyes of many characters thus creating an air of mystery that surrounds the main character, Miss Emily. Miss Emily is known only through the minds others. Conversely, Poe restricts his story to include only the aggressor and victim. This minimal cast, combined with the first person tense, keeps the reader focused exactly where Poe intended. This diverse use of characters adds greatly to the tension prevalent in these two dynamic stories. The creative use of tense, environment and characters make these two stories stand out. The first person tense takes you deep into the mind of a killer in one story and 2 in the other a portrait is painted by a diverse group of characters. Two very different settings reinforce an air of mystery. The dynamic use of these techniques makes these two short stories stand out as industry standards. 3

Literature Review On Flexible Work Practices

Literature Review On Flexible Work Practices This literature review will attempt to appraise and analyse previous works conducted in the field of flexible work practices and work-life balance and its impact on employees. Theories such as Atkinsons flexible firm model (1984), Handys Shamrock organisation concept (1985), psychological contract and Border theory will be used to support this writing. Flexible Work Practices The origin of flexible work practices can be traced back to the 1970s when organizations in Europe experienced challenges as a result of globalization, growth of the product market, advanced technology, and a demand for reduction in the cost of labor (Sarantinos 2007). In response to this, the policy makers recommended two different ways (the low road and the high road) of managing the situation (EPOC, 1999). The`low-road` involves price competition, reduction in earnings and other benefits that were designed for the employees. In contrast, the `high road` includes technical innovation, quality endorsement and the development of the work force. Due to the social orientation of the regulatory authorities and the large number of organizations, the high road was considered to be more appropriate. Employees were however expected to cope with these developments, and this can be regarded as the starting point or the foundation of flexibility for both the employer and the employees (EPOC, 1 999). According to Rose (2008) flexibility is mostly analyzed from the perspective of revolution within the structure of employment relationship and it aids in conforming rapidly to changes in the world of technology and market opportunity. Piore (1998 cited in Rose 2008) argues that flexibility enables the workforce to be multi-skilled and it also promotes a cordial relationship between workers and management towards achieving the organizational goals and objectives. In addition, Dyer (1998) states that the ability to increase workers competencies and involvement will lead to a reduction in the level of absenteeism and increase employee satisfaction as well as the organizational productivity. Furthermore, Armstrong (2006) maintains that flexibility helps in preserving a sense of balance between work and other activities outside work. In a research conducted on Human Resource specialists from 585 organisations in United Kingdom, CIPD (2005) found a rise in the number of employees making us e of flexible contract of employment. However, Pollert (1991 cited in Creagh and Brewster 1998) suggest that drawbacks such as reduced training and development, high job insecurity and low wage should be considered while adopting these practices. It can be argued that there is no widely acceptable definition of the term flexibility in spite of its possible benefits. According to Blyton and Morris (1992: 2), flexibility is defined as the adaptability or responsiveness to pressure and it is generally represented as the opposite of rigidity. Similarly, Bucki and Pesqueux (2000) describe flexibility as the ability to vary according to needs thereby reflecting the ability to stay operational in changing conditions. Furthermore, Benner (2002: 14) states that flexibility refers to the ability to change or react to changes with little penalty in time effort, cost or performance. In addition, (Smith 1989: 203 cited in Legge 2005: 178) defined flexibility as labour market and labour process restructuring to increased versatility in design and greater adaptability of new technology in production. Again, Pilbeam and Corbridge (2006: 104) posit that flexibility is the ability of an organisation to adapt the size, composition, responsivene ss and cost of the people inputs required to achieve organizational objectives. From the above definitions, it is important to note that flexibility is influenced by changes in the economic situation, increased competition, labour market volatility and changes in the world of technology. Wilson et al (2008) explains that different meaning could be ascribed to the term flexibility. According to the author, flexibility can be identified with high commitment work practices and it includes career development, team work, and multi skilling. Presumably, these practices should increase employee satisfaction and motivation and ultimately an increase in the firms competitive advantage. On the contrary, some organizations adopt flexible practices which involve the use of low-priced casual workers for the purpose of meeting changes in customers demand and generating performance benefit. EEF (2009) also maintains that the word flexibility can be analysed from two perspectives. For the employees, flexibility is often used to depict the right to demand for work practices such as home-working, term-time working, part-time working, flexitime and job sharing, annual or compressed hours. Thus, flexibility helps in creating a wide range of motivating jobs and a better working condition for the employees (Dyer 1998). From the employers point of view, flexibility is often used as an abbreviation of the flexible labour markets. It enables the employer to regulate the way work is done in order to meet up with changes in demand (EEF 2009). Thus, flexibility ensures that the organisation remains globally competitive. According to (Bouchikhi and Kimberly cited in Mullins 2007), one of the major challenges that organisations encounter within the flexible labour market is an understanding of individuals wants; and the need to support employee-driven flexibility. Furthermore, Pilbeam and Corbridge (2006) analyzed the term flexibility from two contexts. The first is from the employers viewpoint and it is concerned with the managements pursuit of workers flexibility in order to increase profitability and maximize efficiency. The second aspect is seen from an employees perspective and it is generally addressed by means of rearranging or restructuring of the patterns of work. The study of flexibility from the employees perspective remains the focus of this write-up as it involves the endorsement of flexible working practices to improve work-life balance. Several writers such as (Blyton and Morris 1992; Atkinson 1984; Bramham 1994; Sparrow and Marchington 1998 cited Pilbeam and Corbridge 2006, Lewis et al 2003; Torrington et al 2008; Armstrong 2006; Legge 2005; Dyer 1998) have attempted to identify the different types of flexibility which exists in the workplace. They include functional, numerical, financial geographical, temporal, skills and structural flexibility. Functional flexibility affords management the ability to quickly re-assign workers between different tasks based on jobs requirements (Sisson and Storey 2003). Furthermore, Dyer (1998) maintains that such movement enhances on-the-job training and it also increases employees satisfaction and productivity. Functional flexibility is associated with the core workforce within the Atkinson model (Lewis et al 2003). Atkinson argues that the core workforce is expected to apply their skills across a wide range of tasks in order to contribute significantly to the achievement of organisational success (Marchington and Wilkinson 2008). According to Torrington et al (2008), the rationale behind functional flexibility is to enable employees acquire the skills needed to embark on different assignments, thus ensuring versatility within the work place. However, Legge (2005) argues that functional flexibility is about work amplification and managements ability to exert control over the work force. Nev ertheless, functional flexibility increases employees competencies and ensures a quick response to demand (Mabey et al 1998). Numerical flexibility is the firms ability to increase and reduce the number of work force in response to fluctuations in the demand for product or services (Armstrong 2006). Price (2006) maintains that there is difficulty in achieving this form of flexibility with the core workforce; and Blyton and Morris (1991) conclude that numerical flexibility can be achieved through the use of the peripheral employees within the Atkinsons model. Working practices which incorporates elements of numerical flexibility includes part-time employment, self employment, short-term contracts, job sharing, homework, and agency temps. (Dyer 1998). According to Sparrow and Marchington (1998), numerical flexibility increases employees empowerment because if gives an opportunity for individuals to define their own job. Legge (2005: 178) however argues that one of the reasons why organizations adopt numerical flexibility is to suppress the permanency of employment relationship; thereby making employee redunda ncy an acceptable practice within the employment relationship. (Conclude with statistics) Financial flexibility is the ability of an organization to regulate employment overheads by allocating labour costs to substantiate the supply of and demand for labour so as to increase profitability. It includes payment in relation to performance and the use of local market rates in establishing the cost of labour. To be applied, it requires the utilisation of temporal flexibility as well as the application of non- consolidated bonus pay and non- pensionable payment to steer clear of any expense that encourages a rise in cost (Pilbeam and Corbridge 2006). In addition, financial flexibility supports the implementation of functional and numerical flexibility (Dyer 1998). Temporal flexibility has to do with the arrangement of working hours so as to meet up with production demands. Its aim is to maximise productive time and minimise unproductive time. However, Muller-Camen (2008) argues that the aim of temporal flexibility is to reduce the payment of overtime premium, even though it helps in coping with high customer demand. Geographical flexibility involves the ability of organisation to engage the employee in distant working and it is achieved through better use of technology. To be applied, the employee requires access to organisations facilities from home usually for specific occasion or as situation demands. Arguably, geographical flexibility ensures job security and it enhances efficiency in the execution of work (Stredwick 2000). Forms of flexibility are flexible time, part-time working, overtime, job rotation, shifting, compressed hour, annualised hour, term time Two influential frameworks that address flexibility at the organisational level include Atkinsons (1984) flexible firm model and Handy (1985) shamrock organisation. The flexible firm model was developed by Atkinson in 1984 and it is useful in evaluating the general concept of flexibility (Stredwick 2000). The model contains all the various forms of flexibility discussed above and it also recognises some of the consequences of the flexible work force. Atkinsons (1984) flexible firm Atkinson reinforces an optimist view to flexibility, he argues that economic recession and technological changes have encouraged employers to make their firm more flexible thereby increasing productivity (Rose 2008). Atkinson believes that flexibility addresses the rigidities associated with the rules of employment established under scientific organisation designs where management control over workers was used to increase productivity (Dyer 1998). Atkinsons flexible firm model provides a framework based on breaking internal hierarchical labour markets by creating a core and a periphery workforce; and the author further argues that the flexible firm has a variety of ways of meeting the need of human resources (Torrington et al 2008). The core work force is made up of highly skilled workers (such as management, technical staff and other professionals) who are considered critical to organisational success by their ability to sustain the organisations competitive advantage (Pilbeam and Corbridge 2006). They are highly regarded by the employer, well paid and they are involved in the firms decision making (Torrington et al 2008). In addition, they tend to have development and career opportunities in order to secure their long-term commitment to the organisations. In return, these employees are expected to be functionally flexible by applying their skills across a wide range of tasks in order to contribute significantly to the achievement of organisational success (Marchington and Wilkinson 2008). Whittington (1991 cited in Dyer 1998) however challenge the benefits associated with the core workforce and argues that improved working conditions and better pay is achieved through work intensification. In addition, Ursell (1991 cited in Dyer 1998) maintain that the scope of decision making associated with the core workforce is likely to be very limited and found that budgets, performance appraisals and selection techniques are being used to both monitor and control the extent of autonomy given to the core work force. The peripheral workforce is characterised by low wages, low job security with little or no autonomy in their work Dyer (1998) and are subdivided into several segments. The first group is known as the first peripheral. Employees in this group are drawn from the secondary labour market and they have skills and knowledge profile which is general rather than specific to the core business of the organisation (Pilbeam and Corbridge 2006). They are employed on contracts with some degree of permanence. They are important but not critical to organisation success as their skills and knowledge will normally be readily available in external labour market. Consequently, they cannot expect similar degrees of security as their colleagues from the core even if they display some functional flexibility (Marchington and Wilkinson 2008). Instead of having a career, these group of employees only have job (Pilbeam and Corbridge 2006). They can be regarded as labour on call providing a buffer stock of reso urces enabling the organisation to expand and contract organically Rose (2008); hence they are seen as numerically flexible. Marchington and Wilkinson (2008) however argue against categorising all workers in this group as peripherals because some part time workers are critical to the success of the business given their close contact with customers and their contribution to business goals. Examples include administrative, secretarial, sales, production and supervisory staff. The second peripheral group comprises individuals who find it hard to break into internal labour market and whose employment experiences tend to be precarious, with little realistic prospect of employment security (Marchington and Wilkinson 2008). They consist of beck and call workers (such as caterers, cleaners or assembly workers) characterized by casual, zero hours or core hours contract of employment (Pilbeam and Corbridge 2006). They have a limited contract of employment (either short term or part time) and they enjoy even less security (Torrington et al 2008). In addition, they have relatively restricted reward package and they can easily be replaced. They provide dynamic forms of numerical and financial flexibility and they can be said to have work rather than jobs or career. Examples include cleaners, drivers, caterers etc. Beyond the peripheral group are those individuals who are clearly external to the host organisation but employed by another employer or in self employment (Marchington and Wilkinson 2008). This group also includes labour provided through contracts for services and the sub-contracting of work to other organisations. Workers supplied through agencies also fit into this category (Pilbeam and Corbridge 2006). In contrast to the first and second peripheral, this group also include elite portfolio workers who possess skills for which there is high demand. They provide work on a paid for result or consultancy basis, and where the correspondingly high rewards compensate for any lack of employment security or regularity (Pilbeam and Corbridge 2006). Examples include information technology providers, teachers and lecturers, interim managers or even chief executives. Critiques of the flexible firm model The flexible firm model has been criticised as not been backed up by facts Muller-Camen (2008); and (Legge 2005; Torrington 2008) highlights the vagueness in the model as to whether the model is a description of trends or a prescription of the future. Sarantinos (2007) however claims that the model maintains clarity in classifying the different kind of flexibility and it highlights the methods which organisation are adopting in order to achieve a flexible model. Nonetheless, Dyer (1998) maintains that the notion that organizations have pursued flexibility by introducing core and periphery labor management strategies has been disputed. According to the author, rather than flexibility representing a fundamental shift in the way work is organized, it is more about intensifying the control of capital over labor by using new management techniques. In a research conducted on a group of scientists, Whittington (1991) found that market pressure had forced the research staff (who theoreticall y fall into the core category) to work harder and to respond rapidly to shifting client needs. Subsequently, (Ursell 1991; Smith 1991) argues that although the flexible firm model may use different tactics, the goal of flexible firms is the same as that of management under the Fordist model that of achieving management control over committed workers and utilizing the knowledge of the employee in the pursuit of profit. In addition, the status of the periphery workforce as opposed to the core is also challenged. According to Lewis et al (2003), the flexible firm analyses have a tendency to trigger different feelings among the employees especially the classification of employees into core and peripherals. Furthermore, (Geary 1992 cited in Pilbeam and Corbridge 2006) argues that the division of employee into peripherals perpetuates inequality and contradicts the main maxim of human resource management which is to value and develop employees as the organisations major asset. Similarly, Torrington et al (2008) maintains that this division is incompatible with the best practice approaches to HRM which seek to increase peoples management and development in order to achieve the goals of the organisation. Besides, Torrington et al (2008) also argues that this could lead to a negative effect on employees psychological contract, which according to Lewis et al (2003) is a tool used in analysing the employment relationship that exists between the employer and the employee. HANDY SHAMROCK PSYCHOLOGICAL CONTRACT There have been major changes in the economy (as discussed above) over the last few decades leaving employees with different requirements from work. In addition, employees level of education has greatly improved with an increased knowledge of their preferences, and the ideas they develop exceeds that of the former generation (Stredwick and Ellis 2002). This changes have resulted into a transition from traditional contracts (where the employee perceives that the employer guarantees a job for life in response to their allegiance), to contracts where employees loyalty is dependent on a rise in earnings and increased training (Smithson and Lewis 2003). Such changes have been summarised as a move from relational contracts, depending upon reciprocal trust and commitment, to the one that is transactional, based upon negotiation and short term economic exchange (Herriot and Pemberton 1995 cited in Lewis et al 2003). Arguably, these changes affect employees attitudes and behaviour; and the psychological contract is considered to be a relevant tool in understanding and managing these changes (Conway and Briner 2005). This is because the psychological contract evaluates the individual aspect of employment relationship and this appears to be associated with flexibility advancement (Guest 2004). In addition, psychological contract presents a peculiar insight into the effect of flexible work practices (Guest 2004). It is a concept which has the capacity to explain the transformation that people goes through in the employment relationship (Arnold 1996). The term psychological contract was first used by Argyris in 1960 to explain the relationship which exists between a group of employees and their foreman (Coyle-Sharpiro 2000); though Conway and Briner (2005) argue that Argyris work was not subjected to theoretical analysis. According to Guest (2006), the psychological contract is the perception of both parties to the employment relationship, organization and individual of the reciprocal promises and obligations implied in that relationship. Another definition that focuses more on the employee is by Rousseau (1995). The author defined psychological contract as an individuals beliefs shaped by the organisation, regarding the terms of an exchange agreement between individuals and their organisation. Guest (1998) however argues that Rousseaus definition of the psychological contract is defective because it focuses on employee alone and he stresses the fact that the contract is the perception of both parties to employment relationship. C IPD (2003) further explains that the psychological contract is unlike the formal contract of employment and it is largely unwritten. It focuses on each partys perception of the employment relationship, it involves sincerity, reciprocated trust, and a duty of care; and it is more effective compared to the written contract in affecting employees behaviour (Stredwick and Ellis 2003). Coyle-Shapiro (2000) argues that the content of the psychological contract is influenced by employees view of the employment relationship. A positive psychological contract is directly related to job fulfilment and commitment which ultimately will result in an increase on performance. Similarly, a reduction on performance is likely to occur when the psychological contract is negative. With the introduction of flexible work practices, some employees (especially the peripherals) might assume that the organization has failed in developing their potentials thus reneging on its obligations. In an investigation conducted on some workers in a Swedish hospital, and result shows that individuals on flexible employment demonstrated higher levels of jobs insecurity and reduced organisational commitment (Sverke et al 2000). Arguably workers on flexible contracts are mostly associated with low benefits and they enjoy less opportunity towards training and development (Atkinson 1984). Consequently, they experience job dissatisfaction, mental discomfort and a negative life outside of work Guest (2004); leading to a reduction in loyalty and poor performance regarding organizations objectives. This is known as the violation or breach of the psychological contract (Rousseau 1995). (Morrinson and Robinson 1997 cited in Conway and Briner 2005) however argue that there is a distinction between breach and violation of the psychological contract. Subsequently, Kramer (2006) refers to a breach of the psychological contract as the perception held by someone in a relationship that another person in the relationship has failed to perform the promised obligations; and violation is referred to as the intense emotional reactions that comes with breaches (Morrinson and Robinson 1997 cited in Conway and Briner 2005). According to Conway and Briner (2005), the main way of understanding how the psychological contract affects employees reaction is when breach occurs. Employees who perceive breaches in the psychological contract think about their relationship with the organisation from a negative point of view, and demonstrate increase intention to quit the organisation (Robinson and Rousseau 1994). Similarly, Cortvriend (2004) found that violation is positively related to employee de-motivation, negative attitudes towards the job and withdrawal from the organisation. Furthermore, (Robinson and Morrison 1995 cited in Arnold 1996) found that employees who perceive a violation in their psychological contract usually report negative organizational citizenship behaviour (OCB). OCB is defined as a readiness to contribute beyond literal contractual obligations (Organ 1988: 22 cited in Coyle-Shapiro). Based on the above discussion, flexibility is directly related to perception of job insecurity and a breach of employees psychological contract; as a result, flexibility is portrayed as an unconstructive theory. Guest (2004) however stresses that this should not be used as a global conclusion. Consequently, Marler et al (2002) emphasis the fact that different employees consent to flexible employment for different reasons; hence they should not be treated the same way. Furthermore, Guest (2004) attempted to differentiate between workers on the margin of employment and knowledge worker whose contract of employment is by choice. Workers on the margin of employment are those whose competencies are low and those with poor bargaining power thus they experience unfavourable treatment from employers. As a result, they suffer increase job insecurity and reduced opportunity for training and development. On the other hand, knowledge workers are those who incline towards flexibility and whose em ployment contract is by choice (Capelli 1991). They consist of temporary workers, part-time or even self employed. These workers embrace flexible work practices and they have the capacity to move between employments as they desire. In contrast to general assumptions, workers who choose flexible contract enjoy higher job satisfaction and they suffer no insecurity in their employment. In a general research conducted by the IPD into the present disposition of the psychological contract, findings revealed that the psychological contract was in an improved condition than expected (Stredwick and Ellis 2003). 81% of participants affirmed that their employers were fair in dealing with them, and 72% believed that their organisation will honour its undertakings and obligations (Stredwick and Ellis 2003). Guest and Conway (1999) however attempted to assess the state of psychological contracts of core employees with the peripherals and found that a better state of psychological contract was reported by the peripherals. However, Dyer (1998) argues that the reason for this is because the peripheral workers exhibit more of transactional relationship and they tend to respond more quickly to changes in the composition of the psychological contract with changes in their pay. This argument can be supported by a survey conducted in the American aerospace industry with a sample of 1 99 employees on permanent contract and 24 employees on flexible contract (Pearce and Randel 1998). Pay differentials exists within the work place with employees on flexible contract earning more than those on permanent contract. Results show little or no difference in perceived job security, performance and job satisfaction between temporary and permanent workers. In a survey carried out for the UK Department of Education and Employment on 607 workers who enjoy flexible work practices (Tremlett and Collins 1999), 68% mentioned choice of work, reduction in workload and an improved work-life balance as some advantages of flexibility. Conversely, 79% mentioned the negative aspects of flexibility as job insecurity, difficulty in working as a team, reduced benefits and treatment lower than that of permanent workers. However, (Pearce and Randell 1998) argues that the perceived effect of flexible work practice can best be determined by employees career preference; that is, whether the choice of flexible contract was intentional or not. In the UK survey reported by Tremlett and Collins (1999), 147 out of 607 did not want a permanent job. As the main reason for this, they cited not wanting the commitment that goes with permanent employment (21%), the loss of freedom to choose the work they wanted to do (19%), being too old (18%) and general lack of int erest in permanent employment (18%). WORK-LIFE BALANCE Work-life balance initiative was developed as a result of changes within the work force involving an increase in the number of women, ageing population (author); and increased understanding of the importance of employees management to organisational success (Maxwell 2005). The rapid growth of this practice was supported by government legislation which introduced the right to request flexible working also known as family friendly policy (CIPD 2010). This right was initially available for parents with children below six years of age or with disabled children below the age of eighteen years. However, there is an ongoing consideration to extend the right to parents with children under the age of sixteen years (Pitt 2009). The aim of this policy is to ensure that skills and experience needed to sustain the economy is readily available by allowing parents (especially mothers) balance work with other family responsibilities. However (Lea 2001 cited in Torrington et al 2008) argues that this policy could prevent women with family responsibilities from being hired thereby hindering womens employment prospect. Nevertheless, Manfredi and Holliday (2004) maintain that the practice impacts positively on womens career path. Another reason for the growth of family friendly policy is an increase in the number of aged people. According to Manfredi and Holliday (2004), the population is ageing thereby leading to a rise in caring responsibilities for elderly parents in addition to child care responsibilities. This however, led to carers of some specified group of adults becoming eligible for this right from April 2007. As a result of growing recognition of employees in sustaining competitive advantage, this right was further developed into work-life balance policies to include employees without family responsibilities and who desire to benefit from flexible work practices for personal reasons (Fleetwood 2007). This arguably will reduce the risk of alienation and ensure that all employees are seen as business investments and valuable assets (Maxwell 2005). According to Work foundation (2003b) work-life balance is defined as the ability of employees to achieve a satisfactory equilibrium between work and non work activities such as caring responsibilities and some other interests. Similarly, employers for work-life balance also defined WLB as about people having a measure of control over when, where and how they work leading them to enjoy an optimal quality of life. Furthermore, DTI (2005) defined work-life balance as being about adjusting working patterns regardless of age, race or gender, so everyone can find a rhythm to help them combine work with other responsibilities or aspiration. In addition, Heckerson and Laser (2006: 27) define work-life balance as a state whereby the needs and requirements of work are weighed together to create an equitable share of time that allows for work to be completed and a professionals private life to get attention. The concept of work-life balance is based on employees capability to synchronize respon sibilities at work and other interests outside work without causing conflict. According to IDS (2008a), work-life balance involves the availability of flexible work practices developed to enable employees participate in activities outside work in addition to fulfilling their job responsibilities; thus it is designed to promote flexibility (Maxwell 2005). Fleetwood (2007) argue that there is an inextricable link between the practices associated with work-life balance and that of flexible working. The author however stresses the differences between employee flexibility (employer unfriendly) and employer flexibility (employee unfriendly); and further states that employer and employees flexibility should not be used interchangeably because the former constrains work-life balance, while the latter enhances work-life balance. Work-life balance practices that make up employee flexibility are working time arrangements (such as home working, part tim

Essay --

The Pacific islands were the most difficult to reach, and therefore believed to be the last place on earth discovered by humans. Once settled, mankind finally reached the end of the known habitable world. When the first Europeans arrived to Polynesia in the 1800s, they found the islands already settled. This aroused interest and speculation about the origins of Polynesia, and a debate among scholars, scientist and others concerning this historical aspect of the Pacific continues today. Evidence from the past remains fragmentary, thus many different theories have arisen and are being contested today regarding the origins of the Polynesia Islands. Although there is no definite evidence as to where, when, or how the first settlers reached Polynesia, there are many cultural traditions that show us activities of everyday life from the past and direct to us a better understanding of the beginnings of Polynesia. Songs and lore from ancestors that were passed down from generation to generation ...

The Effects of Short Term and Long Term Stress on Physiological Processes

The Effects of Short Term and Long Term Stress on Physiological processes Stress can have many definitions, the NHS describes it as: stress is the feeling of being under too much mental or emotional pressure (2012) and some may describe it as when our demands outweigh our response. A stressor is anything that is likely to ‘set off’ your stress levels, when a person is feeling overwhelmed or they cannot cope with an event or situation (whether it be physical or psychological). During the 1920’s Walter Cannon began to recognise chain of rapidly occurring reactions in one’s body in response to acute stress.He described this reaction as the fight or flight response which will prepare the body to either fight or flee from a threatening situation (real or imaginary). Cannon discovered that during this response a series of physiological reactions will take place such as heart and respiratory rate will increase to allow for more oxygen to be pumped around the body to prepare the muscles for action. Blood pressure will increase as the blood vessels will constrict to enable to blood to move faster and more smoothly around the body.Pupils will dilate as they allow more light into the eye therefore allowing a boarder view of the situation. Our sympathetic nervous response to stress is our immediate response, this is an uncontrollable reflex to a stressful situation. Our hypothalamus send signals through our nerve cells to our pituitary gland to our adrenal glands, specifically our adrenal medulla. Here, the hormone adrenaline is pumped into the bloodstream causing the many physiological changes in our body. Also, noradrenaline will be release causing the non-essential systems to either shut down or slow down e.g. digestive system and immune system. As the adrenaline is coursing through our body it triggers the release of sugar from our temporary stores supplying energy around the body. Originally founded by Seyle in 1956, general adaptation syndr ome refers to the three stage reaction to stress and our adaptation to dealing and living with it. Stage one is the sympathetic nervous response: an immediate alarm reaction to a stress and our fight/slight response. Stage two is the stage of resistance (adaptation) where a prolong exposure to stress has occurredcausing our body to become adjusted to the stressor and the increased amount of hormones in our body (adrenaline/adrenocorticotropic). As a way of conserving energy and for optimum nutrient absorption a person may feel reduced desire for physical activity. The final stage is the exhaustion stage, as there has been an increased amount of corticosteroids in the body, the immune system will have become much weaker making a person much more susceptible to chronic illness/heart attacks/severe infection as our bodies are much less capable of an immune response.If a person has GAS then there body will be in the process of the parasympathetic nervous response, it differs to the symp athetic response as hypothalamus signals to the pituitary gland to release adrenocorticotropic hormone. This hormone will trigger corticosteroids into the blood from the adrenal cortex which suppresses the immune system and converts glycogen in muscles and the liver into sugar. In 1997, Marmot conducted a study into low job control and the risk of coronary heart disease. It was determined that low job control did increase the risk of heart disease.

Citizen cane essays

Citizen cane essays There are many out there who tell us that Citizen Kane (1941) is one of the best films ever made. As for me not knowing all there is to know about Filmmaking and the array of techniques used, one can by no means get the complete worth of it. Being able to comprehend the setting, light use, depth of frame and basic composition make Citizen Kane the masterpiece it is. It is paramount that we take notice of these aspects as you view the film. When settling on which of the four parts of the film to analyze, I came to the determination that the lighting and the use of shadows are one of the significant and attention-grabbing aspects in the film. Furthermore, as the film is in black and white it adds to the description throughout the film, more than the other aspects, for me. The film was very sanitary and effortlessly edited. Both high key and low key lighting techniques were used throughout the film (Belton, 1994, p. 50). This was done to illustrate the different emotions of each scene. I established there were times when there was a certain use of lights used to put emphasis on close up shots of the actors faces. There are three different aspects I paid attention to during a second screening of Citizen Kane; lighting, use of shadows, and use of lighting and shadows combined to form an intrinsic interest or just to contrast each other. High- key lighting, which is a high amount of fill light which washes out shadows cast by the key light (Belton, 1994, p. 50), was used often during the film frequently during times of strife or a big change of events. For instance, the thematic mixture between Suzans operatic manifestation and the different newspaper front pages. This was an important part in the life of Suzan and C. F. Kane. Another example is when Kane loses his campaign for governor. His headquarters was very bright though no one was there rejoicing, also during the fight that Kane and Suzan got into when she told him...

Crime and Prostitutes

Crime and Prostitutes Prostitution is ambiguous to define. The Webster's dictionary defines prostitution as 1. the act or practice of engaging in sexual intercourse 2. any base or unworthy use of talent, ability, etc. But the act of prostitution involves many other associated facets that are included under this extensive act. There's the act itself, soliciting, advertising, pimping, house brothels, street prostitution, phone sex and even computer sex. Sweden treats prostitution as legal, however pimping is illegal. Canada bans soliciting for prostitution, but not the act themselves. Except for a few places in Nevada, the United States bans prostitution but permits its advertisement and tolerates massage parlors or bars that house it. Germany has legal and inspected houses of prostitution, but unsuspected prostitutes can still do business illegally, and those inspected can still buy and trade illegal drugs (Felson 1998 p 67). Do the difference in laws and regulations from country and states, prostitution a s deviance can only be analyzed through selecting a particular social environment.Day 172 - West Midlands Police - Tackling Prostitu...For this reason I will look at the prostitution as a deviance in the United States. Prostitution includes but is not limited to the following: (1) A person engages in "prostitution" if the person engages, or offers to engage, in the provision to another person, under an arrangement of a commercial character, of any of the following activities- a) sexual intercourse; b) masturbation; c) oral sex; d) any activity, other than sexual intercourse, masturbation or oral sex, that involves the use of 1 person by another for his or her sexual satisfaction involving physical contact. (2) However, a person does not engage in prostitution if- a) the activity is an activity mentioned in subsection (1)d); and b) the person is providing adult entertainment under an adult entertainment permit and is an adult and is not an...

International Finance Paper Essays - Free Essays, Term Papers

International Finance Paper Essays - Free Essays, Term Papers International Finance Paper International Finance Paper FIN/419 June 1, 2015 Maria Johnson International Finance Paper Intro (Kaitlin) Explain how the global investment banking process has assisted the organization. Throughout the years, Apple Inc. has grown into one of the most recognizable international brands in the world. This accomplishment didn't happen overnight. Countless time, energy, and effort went into growing the company and entering into new markets. A global investment bank is an essential tool for Apples continuous growth internationally. A global investment bank can be defined as a financial establishment that helps businesses increase capital, deal with securities, and administer corporate mergers and acquisitions (Kautzman, 2011). Investment banks act as an advisor; catering to the very specific financial needs of a company. An investment bank would have been crucial in the beginning stages of Apples growth in foreign markets. An investment banker would be in charge of raising the capital, ensuring the financial instrument used will provide the maximum return, and while following all regulatory requirements. A company can raise capital in a couple of different ways; from private investors, issuing bonds, or selling common stocks. An investment banker would provide their expertise to ensure that Apple raises enough capital to expand into new markets. Its safe to say Apple Inc. has successfully used investment banks to entered foreign markets. As of 2014, 62% of Apples total net sales came from international sales ("Apple Inc. - Annual Report", 2014). Behind the US, Europe and China are the largest international markets which purchase Apple products. Investment banks also assist with mergers and acquisitions (M One main goal of an M with the goal of making their products and services better. Apple's business philosophy is to acquire small companies that can integrated easily into existing company projects ("List of Mergers and Acquisitions by Apple", 2015). The most notable acquisition of late would be Beats Electronics. Beats Electronics offers trendy headphone and an online music streaming service. Through the help of an investment banker, Apple Inc. structured and negotiated a deal to purchase this company for $3B. Once the acquisition was completed, it vastly improved the quality of Apples existing iPhone & iTunes services. Explain how regulatory bodies affect financial decision making. (Robert) Identify and evaluate contemporary issues in international financial management. (Shaunta) Conclusion (Kaitlin) References Apple Inc. - Annual Report. (2014). Retrieved from http://investor.apple.com/secfiling.cfm?filingid=1193125-14-383437&cik=#D783162D10K_HTM_TOC783162_11 Kautzman, K. (2011). What is Global Investment Banking? Investigating The Basics. Retrieved from brighthub.com/money/personal-finance/articles/37294.aspx List of mergers and acquisitions by Apple. (2015). Retrieved from http://en.wikipedia.org/wiki/List_of_mergers_and_acquisitions_by_Apple

States of Consciousness Research Paper Example | Topics and Well Written Essays - 1250 words

States of Consciousness - Research Paper Example While altered states of consciousness are generally associated with drug use, they also involve meditation and hypnosis. This essay presents a thorough research on these aspects of consciousness. Meditation Meditation is understood as the mode of inducing a specific state of consciousness to achieve a mental benefit. While meditation has a connotation as being a somewhat mystical or new age like experience, in reality it is an ancient practice that has been shown to have positive mental health benefits. In the previous few decades meditation has gradually gained acceptance in the Western world with increasing numbers of individuals and medical practitioners practicing some form of meditation. In terms of medical research, a plethora of studies have examined the physical and mental effects of meditation on human consciousness. In these regards studies have found tangible evidence demonstrating that meditation impacts changes in metabolism, blood pressure, brain activation, and other b odily processes, as well as being implemented in a number of means for stress, pain, and anxiety reduction (Newberg & Iversen, 2003). While meditation has been demonstrated to have beneficial mental effects, what actually constitutes meditation or a meditative state is defined differently among researchers. Wood, Wood & Boyd (2009, pg. 167) understand meditation as, â€Å"a group of techniques that involve focusing attention on an object, a word, one’s breathing, or one’s body movements in an effort to block out all distractions, to enhance well-being, and enact an altered state of consciousness.† This approach to meditation is that which is generally most recognized among Western medical practitioners and psychological professionals. This understanding is oftentimes augmented by an increased emphasis on the attention of the meditator, with Goleman (1988) stating, â€Å"the need for the meditator to retrain his attention, whether through concentration or mindfu lness, is the single invariant ingredient in... every meditation system.† Other researchers have identified the Eastern connotations of the term and recognize its contextual significance within a number of religious or spiritual practices. In these regards, meditation functions to achieve a sort of spiritual enlightenment or transcendence. In terms of Western implementations of meditation there are a variety of practices and corresponding medical research. One of the most prominent meditation practices in the United States is mindfulness based meditation. While influenced by ancient meditative traditions, mindfulness based meditation was popularized in the United States through the work of Jon Kabat-Zinn at the University of Massachusetts Medical Center. This form of meditation is greatly influenced by Eastern traditions, most specifically Buddhism, in that it emphasizes non-judgmental self-awareness. This approach has been articulated as a, â€Å"form of naturalistic observa tion, or participant-observation, in which the objects of observation are the perceptible mental phenomena that normally arise during waking consciousness" (Grossman, Niemann, Schmidt & Walach). Much research has been conducted on this form of meditation with many studies indicating that mindfulness based meditation has beneficial effects on stress and anxiety. In addition, it has also been

The Necklace Essay Example | Topics and Well Written Essays - 500 words - 1

The Necklace - Essay Example In the story, great contrast between rich and poor can be visualized where he used main character like Mathilde who dreams of living a lavish life in spite of his mediocre situation. She has an ambition of becoming rich in glamorous clothes and jewelries and appreciated by men; but she married a low paid clerk and cannot afford her fantasies. These features of the fiction are similar to present day reality where poor people are sometimes not contented to what they can afford. They are more concerns on looking rich than attaining wealth from hardworking. Thus, the story also describes not only the surroundings of Maupassant, the author, but it also reflects realities of poor societies today. The better part of the story shows poverty can transform a person in a hard way. Like what Mathilde experienced, poverty has forced her to become stronger, to face responsibility, and to work harder. At first, she is very dependent and spoiled to her husband but her husband cannot afford all the c aprices she desires. Given the chance to taste the life she dreams. Mathilde demands indisputably nice dress and fabulous jewel to attend a party. Her husband gives his savings to buy dress, though it’s intended for buying a rifle, and Mathilde also borrows a diamond necklace from her rich friend. But, the night Mathilde fulfilled her dream turns her worst nightmare – Mathilde lost the necklace.

Community Policing Term Paper Example | Topics and Well Written Essays - 2500 words

Community Policing - Term Paper Example tes the fact that lack of crime, the preservation of public calm, over and above the protection of life and property are the only things that can prove whether those police endeavors have been successful or not and whether the police force have attained the goals for which were hired (Met.police.uk, 2011). Community policing, also known as community-oriented policing (COP) or problem-oriented policing concerns itself with the re-identification of the task of the police as facilitators in the society. Community policing refers to the transformation in philosophy with regard to police duties against community responsibilities to a team notion of complete quality organization of the society (Worts, 2000). Arrington (2006) presents the United states Justice Department’s â€Å"most often agreed upon† description of community policing – community policing refers to a philosophy of policing that upholds and endorses organizational policies of managing the causes diminishing social disorder as well as the dread of crime using problem-solving procedures and community policing affiliations. Arrington (2006) adds that proper community policing happens co-operatively with all members of the community participating as equal partners. The most important objective of the police should to make the life quality of residents better as well as to ensure that they feel safe. This has led to the establishment of a number of varied tactics and strategies by the police aimed at enhancing the relationship between the police force and members of the public. According to the Community Oriented Policing Services (2011), the concept of community-oriented policing is based on the principle that the reduction of citizens’ fear of crime while still establishing collaboration among the members of the community and the police is a momentous objective of police organizations. The Community-Oriented Policing services (COPS) (2011) further describes community policing and states that its

Students behavior Research Paper Example | Topics and Well Written Essays - 1500 words

Students behavior - Research Paper Example The sources were evaluated by the date they were published so as not to use outdated information irrelevant to our research. The scope of this research involves a combination of both primary and secondary sources to present arguments that can stand up for critic. The frame of the current investigations looks at the various way ways youths have taken over the running of their countries, their contribution to peace, violence and nation building. Majority of this research occurred in the United Kingdom, Nigeria and India for the sole reason of finding out what the unlimited potential the youth can provide in a country and how their lives can be improved. My response to the current conversation is that the vision of our nation lies in the hands of our young people. They are loaded with enormous and towering aspirations. It will be an incredible wastage of human assets if these adolescents are not given a chance to practice their ability. My contribution here is that our governments shoul d ensure that youths are provided with the resources that they need so as to lift the economies of their respective countries as it has already been established that the youths are the backbone and the most hardworking and young people out there. My personal reflections here are that it remains to be discovered a world where the youth in a country are free from poverty, inequality, exploitation, and discrimination based on their gender, race or language. The question that remains on my mind is, will this ever be achieved or are we living in a pipe dream or simply kidding ourselves. The Keywords used are: poverty, inequality, exploitation, discrimination, violence, society Discussion Background The part of the adolescent youths is the most paramount in today's world. They have underplayed themselves in the field of the governmental issues. People are saying the youth are solid constrains in social developments adolescents are issue solvers. Our countries require them to advance the g reater part of our problems. Countries are nowadays confronting a considerable measure of issues, and I accept that the adolescents are fit for fathoming them. They recently need to be given an opportunity to substantiate themselves. Adolescents have the ability to unite people of different ethnicities. Bigotry is also another continuous issue around the globe. People are battling against one another due to the complexity of one’s skin. The key terms that should be of note to the reader are, violence, unemployment, poverty, joblessness, inequality and exploitation. The summaries of the sources that were of much use to me during this research were as follows: The powerful role of youths in nation building is crucial, the have a positive influence on their fellow young people and are extremely good problem solvers. (Saskian1, 2013) Young people are very crucial to the growth of any society. Without well-schooled youths and empowerment of them, no current society can have the re quired harmony to jump track development. (Joel Samuel Feyisola, 2013) Response My reactions to the current conversation is that, without the empowerment of youth, levels of crime could hit rock high as the unemployed youth would turn to rob fellow citizens of the society they live in, unemployed youth can also cause destruction of

The Political, Social and Economic Impact of WWI on European Society Essay

The Political, Social and Economic Impact of WWI on European Society - Essay Example This essay declares that socialism emerged as a significant force, which was a result of the Russian revolutions. The society of each warring European nation altered; for instance, in Britain the class system changed as the lower class consciousness, progressed; in France a whole generation of men demised, in Eastern Europe populations were again growing up as young nations popped up on the political map, while Germany survived by forming a non-imperial recognition. This report stresses that WWI, which is also referred to as one of the bloodiest battles of the century, had immense impacts throughout Europe. From the political perspective, the war left an evident scene of how it affected the main powers of Europe. For nations, such as Britain and France, the regime change was unessential, while in Germany there was a crucial change with far reaching consequences, whereas in Russia, the impact was drastic as well, resulting in two revolutions. Therefore, the war left a chain of political effects which were both direct and indirect. For instance, WWI pushed forward the idea of unity rallied behind people’s governments enhanced by the patriotism feeling. In the 1914 in France, during the formation of the Union Sacre, it was clear that the socialist ideas were put down so as to favor the nationalistic tendencies. Correspondingly, in Germany such a tendency was witnessed when Burgfrieden’ pursued contamination of socialism during that pe riod. The same enthusiasm, to certain extent, was also noted in Russia. Furthermore, according to Mazzini3, the French republicans understood the internal question in 1848 when they decided to abandon the European initiative, set aside their aspirations of Lamartine Manifesto and pursued strengthening of organizations of labor. The question of nationality entailed understanding the alliances of people, the power balance which was anchored on novel foundations. The changes in political aspects that were impacted on by the WWI were reflected mostly through the collapse of the European empires and monarchies. As the Ottoman Empire and the Austria-Hungary totally diminished, the WWI also led to the destruction of the Russian and German monarchies as they were transformed into republics. Furthermore, this was integral in the promotion of nationalism across and outside Europe resulting into the demand for independence among colonies of European nations. Additionally, a lot changed on the social front as men had mostly participated in the war while women were left in charge of their nations’ establishments and businesses. Women were initially considered as homemakers, whose core duty was to serve their families, but the

The Political Freedom of Self Under Islamic Regulations Essay

The Political Freedom of Self Under Islamic Regulations - Essay Example In this research paper, I’ll analyze the idea and conception of one’s political freedom in Islam, and how we can achieve it. In the beginning, I’ll quote Qur’anic verses that have particularly emphasized freedom and then, I’ll discuss al nafs (self) and its freedom in Quran. I’ll also examine the extent of man’s freedom in his actions and its political application. In addition, I’ll explore how a complete surrender to Allah’s will and message brings freedom for self. Moreover, I’ll thoroughly explain Qutb’s investigation on how complete surrender to Allah’s will brings freedom and end enslavement of other humans or systems. Additionally, I’ll explain Isaiah Berlin’s ideas of freedom and his critique of â€Å"positive freedom† in an effort to identify their relevance with Qutb’s. Lastly, I’ll explore the idea of jihad (struggle in the way of Allah or struggle against unbeliever) as Qutb refers it as a universal declaration of freedom and the way it is established. Semantically, freedom can mean a variety of things, but in this paper freedom shall be understood within the realms of Islam and within the two concept of freedom as explained by Isaiah Berlin. These two concepts are negative freedom, and positive freedom. Negative freedom is centered on the lack of restraints and constraint in carrying out actions, whereas positive freedom is the complete opposite. In positive freedom, one is restrained or allowed to act in a certain way on the basis of moral code. Muslims are free to act as they want as they can take their own decisions (determinism and mon). They are responsible for their actions; therefore, they need to purify their actions and self. In an effort to purify the inner self, they follow the regulations set by Islam. Jihad Asghar constitute three stages of self, and practicing it

Students behavior Research Paper Example | Topics and Well Written Essays - 1500 words

Students behavior - Research Paper Example The sources were evaluated by the date they were published so as not to use outdated information irrelevant to our research. The scope of this research involves a combination of both primary and secondary sources to present arguments that can stand up for critic. The frame of the current investigations looks at the various way ways youths have taken over the running of their countries, their contribution to peace, violence and nation building. Majority of this research occurred in the United Kingdom, Nigeria and India for the sole reason of finding out what the unlimited potential the youth can provide in a country and how their lives can be improved. My response to the current conversation is that the vision of our nation lies in the hands of our young people. They are loaded with enormous and towering aspirations. It will be an incredible wastage of human assets if these adolescents are not given a chance to practice their ability. My contribution here is that our governments shoul d ensure that youths are provided with the resources that they need so as to lift the economies of their respective countries as it has already been established that the youths are the backbone and the most hardworking and young people out there. My personal reflections here are that it remains to be discovered a world where the youth in a country are free from poverty, inequality, exploitation, and discrimination based on their gender, race or language. The question that remains on my mind is, will this ever be achieved or are we living in a pipe dream or simply kidding ourselves. The Keywords used are: poverty, inequality, exploitation, discrimination, violence, society Discussion Background The part of the adolescent youths is the most paramount in today's world. They have underplayed themselves in the field of the governmental issues. People are saying the youth are solid constrains in social developments adolescents are issue solvers. Our countries require them to advance the g reater part of our problems. Countries are nowadays confronting a considerable measure of issues, and I accept that the adolescents are fit for fathoming them. They recently need to be given an opportunity to substantiate themselves. Adolescents have the ability to unite people of different ethnicities. Bigotry is also another continuous issue around the globe. People are battling against one another due to the complexity of one’s skin. The key terms that should be of note to the reader are, violence, unemployment, poverty, joblessness, inequality and exploitation. The summaries of the sources that were of much use to me during this research were as follows: The powerful role of youths in nation building is crucial, the have a positive influence on their fellow young people and are extremely good problem solvers. (Saskian1, 2013) Young people are very crucial to the growth of any society. Without well-schooled youths and empowerment of them, no current society can have the re quired harmony to jump track development. (Joel Samuel Feyisola, 2013) Response My reactions to the current conversation is that, without the empowerment of youth, levels of crime could hit rock high as the unemployed youth would turn to rob fellow citizens of the society they live in, unemployed youth can also cause destruction of

The Political Freedom of Self Under Islamic Regulations Essay

The Political Freedom of Self Under Islamic Regulations - Essay Example In this research paper, I’ll analyze the idea and conception of one’s political freedom in Islam, and how we can achieve it. In the beginning, I’ll quote Qur’anic verses that have particularly emphasized freedom and then, I’ll discuss al nafs (self) and its freedom in Quran. I’ll also examine the extent of man’s freedom in his actions and its political application. In addition, I’ll explore how a complete surrender to Allah’s will and message brings freedom for self. Moreover, I’ll thoroughly explain Qutb’s investigation on how complete surrender to Allah’s will brings freedom and end enslavement of other humans or systems. Additionally, I’ll explain Isaiah Berlin’s ideas of freedom and his critique of â€Å"positive freedom† in an effort to identify their relevance with Qutb’s. Lastly, I’ll explore the idea of jihad (struggle in the way of Allah or struggle against unbeliever) as Qutb refers it as a universal declaration of freedom and the way it is established. Semantically, freedom can mean a variety of things, but in this paper freedom shall be understood within the realms of Islam and within the two concept of freedom as explained by Isaiah Berlin. These two concepts are negative freedom, and positive freedom. Negative freedom is centered on the lack of restraints and constraint in carrying out actions, whereas positive freedom is the complete opposite. In positive freedom, one is restrained or allowed to act in a certain way on the basis of moral code. Muslims are free to act as they want as they can take their own decisions (determinism and mon). They are responsible for their actions; therefore, they need to purify their actions and self. In an effort to purify the inner self, they follow the regulations set by Islam. Jihad Asghar constitute three stages of self, and practicing it

A Comparison of Special Education Philosophy, Policies an Dpractice Essay Example for Free

A Comparison of Special Education Philosophy, Policies an Dpractice Essay The focus of this study is to compare the educational philosophies, policies,and practices between Malaysia and Japan, with regard to the education of children with special needs. Malaysia and Japan have some common historical experiences in that both countries were involved in the Second World War, both were colonised and given independence by Anglo-American powers. Geographically they are both in Asia. A significant difference between the two countries is the homogenous nature of Japan’s population and the pluralistic multicultural, multi lingual, multi ethnicity and religions of Malaysia. Japan is a developed and industrialised country whereas Malaysia is developing and targeting to be an industrialised one. Japan’s population of 127 million dwarfs Malaysia’s 29 million. It is needful to examine the set up of other countries, discover the root of the problems and analyse their solutions so as to better understand one’s own education system, avoid mistakes made and adopt suitable models accordingly. Hence, in this comparative study, an Asian country was chosen over an Anglo-American one, because Japan and Malaysia are both culturally group-oriented, power concentrated, inclined to be replicative and relationally holistic. As such it is probably easier to relate to contextually in matters relating to adapting globalised best practices in a culturally sensitive way. This paper seeks to look at the special educational policies and philosophies of both countries, study their practises, identify key issues and challenges faced, and to discover possibilities for mutual exchange, growth and development. There has always been a personal interest in Special education probably from parental influence and also from exposure to special people at a very young age. The increasing awareness of Special Education in Malaysia can undoubtedly be attributed to regular reporting by the media and the escalating pervasiveness of information technology available to the masses. In recent years, Special Education has given more attention to a wide range of learning difficulties, including dyslexia, autism, attention deficit hyperactivity disorder [ADHD], Asperger’s syndrome and so on, with focus somewhat moving away from visual, hearing impairment and physical, mental impairments. This is probably because in most developing and developing countries, visual and hearing impairments have already well-established special educational practices. For example, Special schools where various learning aids, such as sign language, Braille and magnified letters are used to accommodate the students’ teaching and learning needs. Some countries such as Japan and the United States of America (USA), have advanced to providing not only basic education but also pioneering tertiary education for the visually and hearing impaired. Different forms of learning difficulties have emerged over the past 25 years and are probably still emerging. In the past, these special needs (learning difficulties) were all classified under mental retardation, but as discoveries continue to be made and learning difficulties are classified differently, statistics show that mental retardation worldwide has dropped considerably. As these conditions are discovered and researched, some theories about these conditions change and some evolve due to these theories being challenged or disproved and new theories being proposed. For example there is a wide range of autism, from highly-functioning to deeply autistic. Some children who were diagnosed as autistic ten years ago, are now discovered to have Asperger’s disorder. Disorders along the Autism Spectrum Disorder (ASD) continuum include autism, pervasive developmental disorder, Rett Syndrome (American Psychiatric Assocciation, 1995) and Asperger’s disorder. Since ASD exists along a spectrum, intervention especially communication intervention must be highly individualized ( Schreibman, koegel, Charlop, Egel, 1990), thus intervention-wise, a child with Asperger’s Disorder is to be regarded quite differently from an autistic child. The field of special education has seen growth that has been unprecedented and it is likely to continue with more contemporary curricula, programmes, materials and resources evolving at a rapid rate, driven by a developmental theoretical perspective. In response to the increasing number of children diagnosed with special needs and especially that of learning difficulty, it is imperative that policies, philosophies and practice of special education need to be redefined, reviewed and refined to cater for the development and nurture of these children. Common special needs include challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. There are many famous personalities who have special needs and disabilities but have excelled in sport, fine arts, physics and in the music and movie arena. Olympic swimmer Michael Phelps made history by breaking records and winning eight gold medals. He also inspired thousands by speaking candidly about having ADHD. His mother has also been very public about telling their story. Professor Stephen Hawking, a renowned Physicist, is a well-known example of a person with multiple neurone disease who has against all odds, succeeded in life. Hawking cannot walk, talk, breathe easy, swallow and has difficulty in holding up his head. He could have well been classified as mentally retarded and severely physically handicapped and discharged to a home of the Spastics, yet he defied his doctor’s prognosis of not surviving more than 21 years. Stevie Wonder was born prematurely and as a result, he was never able to see. Wonder stands out as one of the most celebrated American musicians of all time. To his credit, he has won 26 Grammys and an Academy Award. This has earned him rightful standing in the Rock and Roll and Songwriters Halls of Fame. Phelps was told that he could never focus on anything, Hawking, that he wasn’t an exceptional student and Wonder, that he could never make it in life. They are an inspiration to one and all, both stakeholders and non-stakeholders alike. On this note let us look at Japan. JAPAN [pic] Figure1. 1 Map of Japan For many, the word Japan conjures up mystical Samurais, beautiful, graceful and demure kimono-clad geisha girls, sashimi (Japanese raw fish), beautiful spring apple-blossoms, ancient temples, lightning–fast bullet trains, Toyotas and Hondas, even the Iron Chef competitions and the list goes on; but education is certainly not an image that fills your mind when you hear the word Japan! Japan is an island country located in the Pacific ocean. It’s an archipelago of over six thousand islands, the largest being Honshu, Hokkaido, Kyushu and Shikoku accounting for 97% of Japan’s land area. Japan is often referred to as the ‘Land of the Rising Sun’ because the Japanese characters that make up Japan’s name, Nippon-koku or Nihon-koku means ‘sun origin’. Most of Japan’ s islands are mountainous and many are volcanic which is not surprising as Japan sits on the Pacific Ring of Fire. Mount Fuji is the highest mountain in Japan and an active volcano that last erupted in 1707–08. Japan has a population of 127 million people, ranks the tenth-largest populated country in the world. Tokyo is the capital of Japan with a population of 12 million. It is the Japan’s centre for culture and education and also the nation’s economic and industrial hub. The main language spoken is Japanese and most Japanese are of the Shinto-Buddhism faith. Since 1947, Japan has maintained a unitary constitutional monarchy with an emperor and an elected Prime Minister as head of government, with an elected parliament called the Diet. It is a highly industrialized, developed country and a major world economic power. Japan has the worlds second-largest economy and the third largest in purchasing power parity. It is also the worlds fourth largest exporter and fifth largest importer. It is the only Asian country in the G8 and a current non-permanent member of the United Nations (UN) security council. According to both the UN and World Health Organization (WHO) estimates, Japan has the highest life expectancy of any country in the world, and the third lowest infant mortality rate. History of Education Japan’s education maybe conveniently divided into pre-World War II(WW),post WW II, and modern Japan. On the whole, pre-WWII education was controlled centrally by the government, the education philosophy was guided by the Imperial Rescript Education (1890), Japanese values and Confucian principles were taught and stressed by society. Primary education was available to all but secondary and tertiary studies were elitist and discriminatory. This old system collapsed at the end of WWII and the United States Education Mission (1946) introduced new ideas and structures into the Japanese system such as extending free but compulsory education from six to nine years, higher education became more non-elitist, social studies was emphasized above moral studies, school boards were locally elected as opposed to being appointed under the old system, and teachers unions were formed. In 1952, Japanese sovereignty was restored and many reforms reverted back to the old system; school boards were by appointment, Japanese ideals moral studies were put back into the curricula but the 6-3-3 structure intended at democratizing education remain until today The University Control Law (1969) and other reforms emerged in the 70’s. Education in Contemporary Japan is under the jurisdiction of the Ministry of Education, Culture, Sports, Science and Technology (known also as the Monbukagakusho or MEXT). Three tiers of administration attend to the financial and supervisory educational services; namely the national (MEXT0, Prefectural (upper tier) and municipal (lower tier). There are five levels of schooling in Japan: Preschool which is free to all but not compulsory, Primary and Lower Secondary levels which are free and compulsory, and Upper Secondary and Higher Education which are neither free nor compulsory. The Fundamental Law of Education, the School Education Law and the Social Education Law provide the philosophies, policies and practices throughout the nation. The Japanese value educational excellence at all levels and their education system is thought to be extremely prestigious. Japan is consistently ranked at the top internationally in both Maths and science by the TIMSS (Trends in Interntional Maths and Science Study). Japanese education helps build student motivation. Their philosophy emphasizes effort over ability hence in the Japanese classroom, everyone is taught the same concepts and students are engaged in higher-order thinking skills. Correct answers are withheld and students are presented with material such as puzzles and encouraged to think of as many ways as possible to solve the problem. Fast and slow learners are not separated and advanced students help the less able, cooperation, a sense of belonging and oneness are fostered. This attitude is particularly important when it comes to special children. Special Education in Japan A brief history In 1878, the first special school for children with visual and hearing impairment was established in Kyoto. The first special class for children with intellectual disabilities was set up in 1890 in Matsumoto City, in Nagano Prefecture. To date Japan has 222 and 210 years of history respectively in the area of Special education, a figure to be proud of indeed. The number of special schools and special classes for children with various kinds of disabilities increased favorably until around 1930, but thereafter the WWII devastated special education. At the end of the WWII, the external number of special schools for children with blindness and deafness was still more than 100, but most schools were burned by air raids. In the case of special classes, all were closed except one in Tokyo, at which the children were also moved to rural areas without schools, let alone special classes. Special education had to be reconstructed after the WWII based on the philosophy of democratic education, which was introduced by the educational policy the United States who was then the occupation army. In 1947 compulsory education for primary school and lower secondary schools was introduced. Special education was rapidly rebuilt beginning with visual and hearing impairments schools and classes, followed closely by schools for intellectual disability, physical and health impairment. The development of special education since the end of WWII maybe seen as (1) Development of special schools and special classes. 1947- 1979 (2) Movement of integrated education – 2000 (3) Development of special needs education. – Present day The motto of the Special Needs Education System of Japan (SNES) Where children with disabilities learn is bold and apt. Looking at Figure 1.2, it is clear that special-needs children are given due consideration at all levels from pre-school right up to upper secondary school. Figure 1. 3 show that as the degree of disability goes from mild to severe, the children are correspondingly moved from regular classes with team-teaching, achievement-based teaching ,small-group classes, Special Support Service in resource rooms, to special classes and then on to Special Needs Schools. The four categories of special needs, the blind, the deaf, the intellectually disabled, the physically disabled and the health impaired in figure 1. 4, show the ratio of children with multiple disabilities in Special Schools in elementary and lower secondary levels. Due to increasing number of students with multiple disabilities, there is a move away from of schools catering only for single disabilities for example the blind or deaf. Japan has a national curriculum standards for children with disabilities called ‘the Course of Study or Gakushyu-shido-yoryo for schools serving the blind ,the deaf, children with physical and mental disabilities and health impairments. It can be amended when necessary to tailor to specific needs for these children. Parents, school board members and or medical and social personel are consulted in order to determine which curriculum suits the child best, be it one to one teaching, small group teaching, individual teaching plans or inclusive integration onto regular classes. Even when there is profound disability, the child is eligible for education according to their needs. In some cases teachers visit homes or institutitions to provide home tutoring. In major hospitals classes are available for children necessitating hospital treatment. Only 0. 001% of children in Japan are allowed postponement or exemption from school education. Teachers in Special education are required to have a license for special education in addition to their basic teaching license. The NISE provides highly specialized training courses. Local Special Education Centers in prefectures offer programmes to upgrade or learn new skills. Case conferences and Teacher’s study-meetings are conducted at school level. The NISE conducts research such as nationwide surveys to assist in making future national policies with regard to special education. At prefecture level, research and development schools and model schools are present throughout the country. Local Special Education Centers, Colleges and Universities conduct ongoing research on teaching methods to enhance Special Support Education. As part of the 2007 reform, the SNES aims to have schools for Special Needs Education where staff are competent in knowledge and understanding on more than one disability, so that students with multiple disabilties are be accepted and integrated into each local community. By mid 2010, Japan plans to launch their first graduate school for students with visual or aural impairments at the state-run Tsukuba University of Technology, their only University for the deaf. According to the university, it will be the world’s first graduate school for visually- impaired students and the third for hearing-impaired ones, following the footsteps of such schools as Gallaudet University in the United States, Master’s degrees will be offered: Industrial technology for visually challenged students and health science courses for hearing-impaired students. Academia is possible to all, those with special needs and those without, unless there is brain injury and the cognitive abilities are damaged. As the adage goes â€Å"There is no learning disability only teacher inability†. MALAYSIA [pic] Map of peninsular Malaysia and East Malaysia (Malaysian Borneo)Fig 1. 2 Malaysia, is made up of West Malaysia (peninsular Malaya) and East Malaysia (Sabah and Sarawak states) in nothern Bourneo. It is a land of beauty in its diversity, located in the heart of South East Asia, see figure 1. 2 which had for centuries attracted merchants and traders plying the ancient, lucrative spice and silk route between India and China. It is therefore no surprise that Chinese, Indian and Malays are the major contributors to Malaysia’s rich and vibrant cultural heritage, together with the indigenous people. Malaysia is a multi-ethnic, multi-cultural, multi lingual and multi-religious society, known for their warm hospitality, interesting and delicious variety of food and a delightful fusion of cultures making Malaysians attractive and unique. Bahasa Malaysia is the official language, but English is taught as a second language and many Malaysians are tri lingual: proficient in their mother tongue, in Malay and in English. Malaysia is well endowed in natural resources such as minerals,[ mainly tin and petroleum] agriculture and forestry. It is one of the world’s top exporters of natural rubber, palm oil, sawn timber, coca and pepper. Malaysia boasts of rich biodiversity and a wide habitat range, in the Gunung Mulu National Park, and in the Mount Kinabalu district of Sabah. Both have been marked as World Heritage Sites. In 2009 two interesting and historical townships, Malacca and Penang were also given World Heritage status. Today Malaysia is an independent nation state with a parliamentary constitutional monarchy. Kuala Lumpur is the largest city and the capital of Malaysia. It is also the main financial and commercial centre of the country. Malaysia is recognized as an emerging industrialized country with a GDP per capita PPP ranking at 48th in the world and second in South East Asia. For the past 20 years, Malaysia has been on a fast track development drive with measurable physical and economic success. Unfortunately, services and facilities enabling tangible inclusion of People with Disabilities (PWDs) into their communities were not developed in tandem, resulting in Malaysians with Disabilities excluded from enjoying a barrier-free environment and normal enriching independent lifestyle. There is a pressing need to firstly look at the education commitments of Malaysia to the children with disabilities so that indeed the mission of the Ministry of Education ‘To develop a world-class quality education system which will realise the full potential of the individual and fulfil the aspiration of the Malaysian nation† can achieved, and to reach their objectives stated below: To produce loyal and united Malaysians. To produce happy, well mannered individuals who have faith, knowledge and vision. To prepare the nation? s human resource for its developmental needs. To provide educational opportunities for all Malaysians. HISTORY OF EDUCATION Pre WWII, secular schools were mainly an innovation of the British colonial government, and English-Language schools were considered prestigious at that time. Post WWII, education was mainly aimed to feed the needs of the colonial government though the Malay, Chinese and Indian communities fought hard for their mother tongue to be used as a medium of instruction. Post independence (1957) in accordance to the national language policy, the government began to change English-medium primary and secondary national-type schools into Malay-medium national schools. In 1970, the language change was made gradually starting from the first year in primary school, was completed by the end of 1982. Malaysia’s belief that (NEP),New Economic Policy 1960-1970, the National Development Policy,1071-1990, The first to ninth Malaysia Plan, 1991-2010, ensure adequate funds to the Education sector for the development of the nation’s human resource and capital. It is through this course of action that the Malaysian Education system succeeds in responding to the issues of access, equity, quality and effectiveness of education for all Malaysians in a 6-3-2 structure. Education in Malaysia is overseen by two government ministries: the Ministry of Education for matters up to the secondary level, and the Ministry of Higher Education for tertiary education. Each state has an Education Department to help coordinate educational matters in their respective states, although education is the responsibility of the federal government. The Education Act of 1996 is the main legislation governing education which designates six years of primary education as compulsory. Pre-school is optional and most pre-schools are for profit and privately run. Five years of secondary schooling is not compulsory. For their pre-university studies, students have an option of doing two years of Form six or the Matriculation. Free education is provided from Primary one right up to Form six. A Brief History of Special Education Jabatan Pendidikan Khas (JPK) or the Department of Special Education, from being just a unit in the Education Department was established as a Department in its own right in 1995. It plays a major role in curricula planning and implementing the quality of special education programmes in both the primary and secondary schools in Malaysia. However the programmes for the deaf have a much longer history, the first residential school for the deaf was established in 1954. Interest towards Special Education in Malaysia began in 1920s among volunteers who were involved in the opening of schools for the hearing and visual impaired. The Cabinet Committee Report that studied the Implementation of Education Policy through the Recommendatory 169 was the beginning of a clearer focus and emphasis on the development of Special Education in Malaysia. The recommendatory says that: â€Å"With the awareness that the government should be responsible towards the  education of disabled children, it should then take over all the responsibilities from the organizations handling it currently. Moreover, the involvement of volunteers in developing the education for disabled children is encouraged. † SPECIAL EDUCATION PHILOSOPHY. The MoE Philosophy for Special Education states that ‘Education is given to develop the students physically, emotionally, spiritually and intellectually so that students can be educated to the highest possible level to enable them to obtain employment and live independently’. Programmes are based on the following policies: †¢ Education Act 1996, Chapter 8. †¢ Education Act (Amendment) Act 2002. †¢ Education Regulations (Special Education) in 1997. †¢ Policy Committee decision, the Ministry of Education [Education Planning Committee (SRC), Meeting Management Ministry of Education, Centre for Curriculum Committee (DFA) and Department of Management Meeting Special Education]. International Declarations: †¢ United Nations World Programme of Action concerning Disabled Persons (1983). †¢ The Worlds Declaration on Education for All (1990). †¢ The United Nations Standard Rules on the Equalisation of Opportunities for Persons With Disabilities (1993). †¢ The Framework for Action on Special Needs Education (Salamanca Statement) in 1994. †¢ Biwako Millennium Framework for Action Towards an Inclusive Barrier-Free and Rights-Based Society for Persons with Disabilities in Asia and the Pacific (2002). Three ministries service children with disabilities. They are, the Ministry of Health, the Ministry of Women, Family and Community Development (WFCD) and the Ministry of Education, but education for these children are only under the auspices of the Ministry of Education and the Ministry of WFCD. The Ministry of Education provides educational services for students with special needs who have visual and hearing impairment, learning difficulties, and those needing special remedial help. Learning disorders are categorized as follows: Downs Syndrome Mild autism Attention Deficit Hyperactivity Disorder Mild Mental Impairment and Specific learning disabilities (eg. Dyslexia). The Ministry of WFCD provides services for children with the following problems: severe physical disability moderate and severe mental retardation various other defects such as and defects that do not allow the children to learn in schools provided by the Ministry of Education. Special Education Department’s Vision and Mission JPK’s vision statement is ‘Quality Education Generates Excellence Among Students with Special Educational Needs in line with the National Education System’, with the mission to develop excellent special needs human capital based on a holistic, relevant and quality education system so that there is Optimum development the individual’s potential Ability to compete and be marketable. Moral values as a responsible citizen Smart partnerships with various parties The Special Education services provided by the Department of Education are: †¢ Special schools for pupils with visual and hearing impaired and learning (secondary). †¢ Special Education Integration Programs for students with special needs and learning disabilities, impaired hearing and sight impaired. The program is available in non-residential, normal primary and secondary schools as well as in Technical/Vocational training (secondary) schools which adopt withdrawal or semi-inclusive approach. Programmes such as the Special Education Integration Programme and the Special Rehabilitation Programmes are fully administered at state levels by the State Education Department, whereas the Integration of Special Education Programs in Technical and Vocational Education is administered by the Department of Technical Education. The Malaysian Education for All Mid-Decade Assessment Report 2000-2007 states that one of the strategies is to expand preschool places for children with special needs from 32 integration classes to 100 classrooms in order to integrate children aged 5-6 with single disability, usually the learning disabled. Expansion necessitates therefore training the necessary preschool teachers and teacher assistants and also the proviso to amend the Special Education Regulations Act 1997 to accept students with two disabilities. UNICEF, working together with the Ministry of Health’s Development Division (MHDD) devised a standardised screening tool in 2006 to improve the early detection of autism amongst toddlers so that early intervention can be instituted. Issues with Sexual and reproductive health for children with special needs are also looked into, in response and recognition of their high risk of sexual abuse and exploitation, because it directly impacts their learning and overall development. ANALYSIS Japan as a leading economic power and highly industrialised country and Malaysia as a developing and emerging industrialised one, have commonalities in that were both affected deeply by WWII, and both were dominated by a foreign power, so it is interesting to see each country recovered, rebuilt and developed post-war and how Special education has evolved since then. Looking at the philosophy with regard to Special Education mentioned earlier on, both Japan and Malaysia are very similar in that both are highly commendable, comprehensive and impressive, subscribing also to many international special-education charters such as The United Nations Standard Rules on the Equalisation of Opportunities for Persons With Disabilities (1993). |Mission and Vision of JPK Malaysia |Mission and Vision of the NISEJapan | | |The mission of our institute as the National Institute of | |JPK’s vision statement is ‘Quality Education Generates Excellence |Special Needs Education is to contribute to:Improving the | |Among Students with Special Educational Needs in line with |quality of education for children with disabilities and to | |the National Education System’, with the mission to develop excellent|make educational provision to meet individual educational | |special needs human capital based on a holistic, relevant and quality|needs. We aim to do this by working with the national and | |education system so that there is |government organizations. Our vision is | |- Optimum development the individual’s potential |Research Activities that contribute to National | |- Ability to compete and be marketable |Administrative Needs | |- Moral values as a responsible citizen |-To undertake research that contributes to the formulation | |- Smart partnerships with various parties |of National Policy for Children. | |- Providing education opportunities and facilities for students |Practical Research that contributes to Education | |with special educational needs. |- To undertake advanced and practical research that | |- Providing relevant education to every student with special |contributes to education | |educational needs. |Specialized Programs for Teacher Training | |- Providing opportunity for students with special educational needs |- Provide systematic and special training for the school | |to develop their talent and potential. |staff who plays the role of leadership in special needs | |- Providing sufficient and up-to-date teaching and learning |education from local public organization and support them. | |material. |Training Programs that Respond to New Challenges | |- Ensuring sufficient trained teachers in special education. |- To implement training program for the major issue of | | |National Policy and/or urgent issue at educational site | |- Planning and managing all primary and secondary special schools. |flexibly and promptly. | |- Planning and coordinating all special schools integration program. |Counseling and Consultation that Provide Activities that | |- Planning, coordinating and evaluating policies and regulations, to|Supports Local Public Organizations | |ensure education is well-balanced, to help, service and support |- To conduct consultation and provide the information for | |students with special educational needs and implement the special |counseling and consultation to the organizations. | |education vocational policy. |Provide Information for Special Needs Education | |- Planning curriculum, activities and special education affairs. |-To collect, analyze, arrange and make database of the | |- Providing special education planning, research and evaluation. |information on special needs education from domestic and | |- Providing training plan and staff development; and |overseas and provide comprehensive information to teaching | |- Coordinating Special Remedial Education Program. |site. | | |Cooperation and Partnership with Universities and | | |Organizations in Domestic and Overseas. | | |- to collaborate and cooperate with universities and | | |organizations locally and abroad through seminars, to | | |research, analyze and evaluate the issues, and to share our| | |practical research results in special needs education. | One difference in their philosophy is that when it comes to learning, the Japanese put value and emphasis in effort over that of natural ability, resulting in primary school students being taught in classes that have not been streamlined into good, average or poor students, whereas stream lining students according to their academic performance is practiced by Malaysia and many other countries. It follows then that, if effort is put into the education of a special-needs child, the child can reach its full potential given all the necessary support. This attitude has given Japan an advantage of having an over 200 year history in educating people with special needs, which began with addressing the visual and hearing impaired. The Japanese School Education Law places special education firmly within the framework of the total education system by emphasizing that it is not separate from ordinary education. Japanese special education now officially recognizes seven categories of disability: the blind and partially sighted, deaf and har.