Marketing Project

The bookstore's website can be found at http://shop. Bookstore. NCSC. Du/. The online bookstore sells the same apparel found in the bookstore and offers delivery or pickup services for its products. The Go Pack online store can be found at http://kopeck. Escapologist. Com/store. CFML? Store_id=465. The Go Pack online store sells the same apparel found in the store and offers delivery services as well. Market Areas Sells To NC State basketball sells to several markets and attempts to segment their marketing.The organization concentrates its' marketing locally in the Triangle. The total market area include: The Triangle of Raleigh, Durham and Chapel Hill The Western region of North Carolina The Coastal region Of North Carolina The Piedmont region of North Carolina Major North Carolina cities such as Charlotte and Greensboro The teams' television broadcasts from the AC Network can be seen regionally across in the East Coast, in states that feature an AC school (North Carolina, South Car olina, Georgia, Florida, Virginia, etc. ) The team has over 50 radio affiliates in the state of North Carolina.All major North Carolina cities have an NC State radio affiliate, including Raleigh, Durham, Charlotte, Greensboro, Asheville, Winston-Salem and the Outer Banks area. Product/Service Being Marketed Description of Product/service The main product being marketed is tickets to NC State basketball home games. Ticket packages available to fans include: Full season tickets Lifetime seats Ledge Lounge Private Suites Champion's Club Individual game tickets Group tickets (1 5+ people) Features and Capabilities The main focus of the product is the play that occurs during the game.The entertainment at a game include: On-court performance by the team. Halftime and timeout performances by various entertainment groups. Games n the video board, such as the â€Å"Kiss Cam†. Interaction on the concourse with other fans. Food and beverage needs provided by the concession stands or ven dors. Full season ticket plans include tickets to each NC State home game, often at a cheaper price than just buying individual tickets for each game. Season ticket holders may also be eligible for special deals on the AC Tournament or NCAA Tournament tickets.Season ticket holders are automatically entered into a drawing in September in which they are eligible for prizes such as gift cards, autographed memorabilia and AC Tournament tickets. NC State offers incentives to other potential customers as well: Group tickets can be purchased at a discount off box office prices, as well as arranged seating in the same section and group recognition on the scoreboard. Other promotions for individual tickets, such as special â€Å"Black Friday' offers, vary each season. Product/Service Life Cycle The life cycle is roughly 5-6 months per year.The regular season lasts from November-March and the conference and postseason tournaments such as the NCAA Tournament and National Invitation Tournament (NIT) can extend into late March-early April. Market of Product/Service Customers for Product/Service The primary customers are the fans: Dedicated basketball fans who follow the team game to game and frequently attend games. Interested fans who follow the team during the course of the season and often attend games. Fans who are aware of the team and will occasionally attend games. Fans who follow the team, but only watch the television broadcasts of the games and rarely attend games.Fans who are aware of the team and are interested in attending games. People who are not familiar with basketball but are aware of the NC State basketball team. For racketing tickets, the team first focuses on season ticket packages, which are marketed to: Families Individuals For individual games, the organization segments the market into: Small businesses Families College students Young adults Why Product/Service Needed The NC State basketball team is a member of the famous â€Å"Tobacco Road† , a place famous for its rich tradition in basketball.With the state of North Carolina itself having a large history in the sport, basketball is a traditional pastime for the locals, who usually become fans of the respective local teams. NC State itself has an outstanding tradition in basketball, as a founding ember Of the AC and holds two national titles. The school's background in the sport provides great pride for NC State students, fans and alumni of the university and also creates a demand for basketball tickets and apparel. NC State men's basketball functions as one of two â€Å"revenue sports† at the university (the other being football).This means that the team helps the athletic department produce a profit and provide funding for smaller â€Å"non- revenue† sports, such as tennis, volleyball, soccer, etc. NC State also participates with several charitable organizations, and they focus their efforts n four core areas: Fighting cancer Fighting hunger Supporting education Why Product/Service Needed (Cone. ) Military appreciation How product/Service Used Fans present their tickets to the ticket scanner when they enter PAN Arena and make their way to their seat to enjoy the game. College basketball games are two halves long, with each half lasting twenty minutes.If the game is tied after two halves, the game enters overtime, in which the teams engage in a brief, five minute period to see who scores more points. The teams continue overtime possessions until one team outscores the other. Other entertainment is provided during timeouts, thanks to performances by the NC State pep band, dance team and cheerleaders. Halftime performances vary throughout the year, but are also provided for games. Fans can watch games on multiple high-definition television channels. Channels include ESP., ASPEN, JSPELL, and the AC Digital Network Local fans can listen to NC State basketball on the radio at 101. *Channels vary outside of the Triangle area. A full list of radio channel affiliates for various cities and towns can be found here: http://www. kopeck. Com/multimedia/football-radio-affiliates. HTML When Product/Service Bought Tickets to games can be purchased prior to and throughout the college basketball season. NC State provides 4,500 tickets for its student body. Students are not charged for tickets, but must have a valid student ID with their ticket in order to enter PAN Arena. For individual games: Tickets are on sale from early September until early March.Also dependent on if the Halfback makes a postseason tournament (NCAA or NIT). For season tickets: Season tickets must be purchased before September 15. There is no deadline to be entered into the random drawings for prizes, revived you purchase them before the September 15 deadline. If you are unable to attend a game for which you have season tickets for, NC State will allow you to transfer these tickets online to your family and friends for them to use. For group tickets: Grou p ticket packages are available for companies, school, team or any other kind of group of 15 or more people.Group ticket packages include: Discount off box office ticket prices (for select games). Block of seating in the same section (based on availability). Group recognition on the scoreboard (Optional). When Product/Service Bought (Cone. ) Customized flyers for promotion of your group outing (Optional). No individual ticket surcharge. For NCAA tournament tickets: NCAA ticket applications are first distributed to Halfback Club members Applications must be submitted by March 5 Halfback Club members have first priority on NCAA tickets, followed by the general public.Quantity limits on tickets vary based on location of sites and the current â€Å"round† Of the tournament the team is playing in (Regional, Final Four, etc. ). Product/Service position Competitors Offering Products/Services The NC State Halfback are one of four major NCAA basketball teams in the Tobacco Road† area. Duke University (Durham), Wake Forest University (Winston-Salem) and University of North Carolina-Chapel Hill are the other three. Duke and UNC-CHI are located with NC State in the Triangle area. There is also competition with three professional sport franchises who operate during NC State's basketball season.Carolina Panthers (NFG), Carolina Hurricanes (NIL) and Charlotte Bobcats (NAB) Competing Products/Services Features/Capabilities College basketball: Duke University 4 National Championships University of North Carolina-Chapel Hill 5 National Championships Wake Forest University Final Four Appearance Professional Football: Carolina Panthers 5 NFG playoff appearances 1 Super Bowl Appearance Professional basketball: Charlotte Bobcats 1 NAB playoff appearance Professional ice hockey: Carolina Hurricanes 1 Stanley Cup Championship How Competing Products/Services Different NC State has one of the largest arenas in the country for college basketball, seating 19,772 fans. PAN Ar ena also holds the record the loudest noise record for an indoor sporting event. NC State is the only college basketball team in the Triangle region that shares its arena with a professional sports team Nil's Carolina Hurricanes), making it a more attractive and modern stadium experience.Competing Products/Services Evaluations The AC is one of the nation's most well known conferences in NCAA college basketball, which means we will see several highly ranked teams playing against NC State at PAN Arena. Attending a NC State basketball game IS usually less time-consuming than attending an NFG or NIL game. PAN Arena offers a wide variety of food and beverages that can be found on the concourse. There are 3,800 parking spots at PAN Arena and nearby Carter- Finley Stadium. The parking lot opens two and half-hours prior to the start of he game as well, making parking hassle free for the most part. Compared to individual and season tickets at Duke and UNC-CHI, NC State is much more affordabl e. All Products/Seen. Ices Market Share The NC State Halfback are one of three â€Å"major† NCAA schools in the Triangle area. The next closest major team outside of the Triangle is Wake Forest, which is 104 miles away. The closest professional basketball (NAB) team is the Charlotte Bobcats, who are 164 miles away. Product/Service Marketing Channels Current Product/Service Ma reeking Channels The main marketing channels used by NC State basketball include: Television AC Digital Network WRAP Internet http://www. kopeck. Com/sports/m-bask/NCSC-m-bask-body. HTML Social Media Twitter Faceable Youth anagram Radio Billboards Online editions of the newspaper: www. Newsreader. Mom Competitor(s) Marketing Channels The main marketing tools used by the competitors of NC State basketball include: Television Social Media Magazines Newspapers (Print and Online) Venue Sponsorship Advantages/Disadvantages of Current Channels Advantages The internet is the best source for tracking the return on investment (ROI) Fans can watch highlights of the team on http://win. Pack. Com/sports/m- bask/NCSC-m-bask;body. HTML or on the team's Youth channel at HTTPS:// www. Youth. Com/channel/Soulfully-XpsnNfb2MU31UQ. Fans can visit the team website to learn about a vast amount Of information regarding the team. Fans can also purchase tickets online to see upcoming games..Television raises awareness of the team and allows fans to watch the team from their homes. All of NC State's games were aired on television this past season, including a visit from Aspen's College Someday for the UNC-CHI game. Advantages/Disadvantages of Current Channels (Cone. ) Television coverage usually includes a prename, halftime and postages show. Social media allows the coaches and players to interact with fans. Allows coaches and players to talk â€Å"with fans† instead of â€Å"at them†. Fans feel more emotionally invested with the team thanks to this personal interaction. Radio allows fans to follow games if they can't watch it on television.All basketball games are aired on radio thanks to current contract. Includes a prename and postages show. Fans can call in and ask questions/make comments about team during postages show. Billboards raise awareness of the team, make the basketball rand more recognizable. The online edition of the newspaper can be updated to show current news and final scores. Disadvantages It is difficult to quantify the ROI from television and radio. NC State basketball is not always televised on ESP. and as a result, does not receive as much exposure as larger markets. Billboards may not be as effective in the current technological age. Social media is usually used by the most dedicated fans.Players may come under criticism for making unprofessional remarks The program may alienate fans by ignoring questions on social media Those who only use the hardcopy of the newspaper will miss the most recent team news. Marketing Project The bookstore's website can be found at http://shop. Bookstore. NCSC. Du/. The online bookstore sells the same apparel found in the bookstore and offers delivery or pickup services for its products. The Go Pack online store can be found at http://kopeck. Escapologist. Com/store. CFML? Store_id=465. The Go Pack online store sells the same apparel found in the store and offers delivery services as well. Market Areas Sells To NC State basketball sells to several markets and attempts to segment their marketing.The organization concentrates its' marketing locally in the Triangle. The total market area include: The Triangle of Raleigh, Durham and Chapel Hill The Western region of North Carolina The Coastal region Of North Carolina The Piedmont region of North Carolina Major North Carolina cities such as Charlotte and Greensboro The teams' television broadcasts from the AC Network can be seen regionally across in the East Coast, in states that feature an AC school (North Carolina, South Car olina, Georgia, Florida, Virginia, etc. ) The team has over 50 radio affiliates in the state of North Carolina.All major North Carolina cities have an NC State radio affiliate, including Raleigh, Durham, Charlotte, Greensboro, Asheville, Winston-Salem and the Outer Banks area. Product/Service Being Marketed Description of Product/service The main product being marketed is tickets to NC State basketball home games. Ticket packages available to fans include: Full season tickets Lifetime seats Ledge Lounge Private Suites Champion's Club Individual game tickets Group tickets (1 5+ people) Features and Capabilities The main focus of the product is the play that occurs during the game.The entertainment at a game include: On-court performance by the team. Halftime and timeout performances by various entertainment groups. Games n the video board, such as the â€Å"Kiss Cam†. Interaction on the concourse with other fans. Food and beverage needs provided by the concession stands or ven dors. Full season ticket plans include tickets to each NC State home game, often at a cheaper price than just buying individual tickets for each game. Season ticket holders may also be eligible for special deals on the AC Tournament or NCAA Tournament tickets.Season ticket holders are automatically entered into a drawing in September in which they are eligible for prizes such as gift cards, autographed memorabilia and AC Tournament tickets. NC State offers incentives to other potential customers as well: Group tickets can be purchased at a discount off box office prices, as well as arranged seating in the same section and group recognition on the scoreboard. Other promotions for individual tickets, such as special â€Å"Black Friday' offers, vary each season. Product/Service Life Cycle The life cycle is roughly 5-6 months per year.The regular season lasts from November-March and the conference and postseason tournaments such as the NCAA Tournament and National Invitation Tournament (NIT) can extend into late March-early April. Market of Product/Service Customers for Product/Service The primary customers are the fans: Dedicated basketball fans who follow the team game to game and frequently attend games. Interested fans who follow the team during the course of the season and often attend games. Fans who are aware of the team and will occasionally attend games. Fans who follow the team, but only watch the television broadcasts of the games and rarely attend games.Fans who are aware of the team and are interested in attending games. People who are not familiar with basketball but are aware of the NC State basketball team. For racketing tickets, the team first focuses on season ticket packages, which are marketed to: Families Individuals For individual games, the organization segments the market into: Small businesses Families College students Young adults Why Product/Service Needed The NC State basketball team is a member of the famous â€Å"Tobacco Road† , a place famous for its rich tradition in basketball.With the state of North Carolina itself having a large history in the sport, basketball is a traditional pastime for the locals, who usually become fans of the respective local teams. NC State itself has an outstanding tradition in basketball, as a founding ember Of the AC and holds two national titles. The school's background in the sport provides great pride for NC State students, fans and alumni of the university and also creates a demand for basketball tickets and apparel. NC State men's basketball functions as one of two â€Å"revenue sports† at the university (the other being football).This means that the team helps the athletic department produce a profit and provide funding for smaller â€Å"non- revenue† sports, such as tennis, volleyball, soccer, etc. NC State also participates with several charitable organizations, and they focus their efforts n four core areas: Fighting cancer Fighting hunger Supporting education Why Product/Service Needed (Cone. ) Military appreciation How product/Service Used Fans present their tickets to the ticket scanner when they enter PAN Arena and make their way to their seat to enjoy the game. College basketball games are two halves long, with each half lasting twenty minutes.If the game is tied after two halves, the game enters overtime, in which the teams engage in a brief, five minute period to see who scores more points. The teams continue overtime possessions until one team outscores the other. Other entertainment is provided during timeouts, thanks to performances by the NC State pep band, dance team and cheerleaders. Halftime performances vary throughout the year, but are also provided for games. Fans can watch games on multiple high-definition television channels. Channels include ESP., ASPEN, JSPELL, and the AC Digital Network Local fans can listen to NC State basketball on the radio at 101. *Channels vary outside of the Triangle area. A full list of radio channel affiliates for various cities and towns can be found here: http://www. kopeck. Com/multimedia/football-radio-affiliates. HTML When Product/Service Bought Tickets to games can be purchased prior to and throughout the college basketball season. NC State provides 4,500 tickets for its student body. Students are not charged for tickets, but must have a valid student ID with their ticket in order to enter PAN Arena. For individual games: Tickets are on sale from early September until early March.Also dependent on if the Halfback makes a postseason tournament (NCAA or NIT). For season tickets: Season tickets must be purchased before September 15. There is no deadline to be entered into the random drawings for prizes, revived you purchase them before the September 15 deadline. If you are unable to attend a game for which you have season tickets for, NC State will allow you to transfer these tickets online to your family and friends for them to use. For group tickets: Grou p ticket packages are available for companies, school, team or any other kind of group of 15 or more people.Group ticket packages include: Discount off box office ticket prices (for select games). Block of seating in the same section (based on availability). Group recognition on the scoreboard (Optional). When Product/Service Bought (Cone. ) Customized flyers for promotion of your group outing (Optional). No individual ticket surcharge. For NCAA tournament tickets: NCAA ticket applications are first distributed to Halfback Club members Applications must be submitted by March 5 Halfback Club members have first priority on NCAA tickets, followed by the general public.Quantity limits on tickets vary based on location of sites and the current â€Å"round† Of the tournament the team is playing in (Regional, Final Four, etc. ). Product/Service position Competitors Offering Products/Services The NC State Halfback are one of four major NCAA basketball teams in the Tobacco Road† area. Duke University (Durham), Wake Forest University (Winston-Salem) and University of North Carolina-Chapel Hill are the other three. Duke and UNC-CHI are located with NC State in the Triangle area. There is also competition with three professional sport franchises who operate during NC State's basketball season.Carolina Panthers (NFG), Carolina Hurricanes (NIL) and Charlotte Bobcats (NAB) Competing Products/Services Features/Capabilities College basketball: Duke University 4 National Championships University of North Carolina-Chapel Hill 5 National Championships Wake Forest University Final Four Appearance Professional Football: Carolina Panthers 5 NFG playoff appearances 1 Super Bowl Appearance Professional basketball: Charlotte Bobcats 1 NAB playoff appearance Professional ice hockey: Carolina Hurricanes 1 Stanley Cup Championship How Competing Products/Services Different NC State has one of the largest arenas in the country for college basketball, seating 19,772 fans. PAN Ar ena also holds the record the loudest noise record for an indoor sporting event. NC State is the only college basketball team in the Triangle region that shares its arena with a professional sports team Nil's Carolina Hurricanes), making it a more attractive and modern stadium experience.Competing Products/Services Evaluations The AC is one of the nation's most well known conferences in NCAA college basketball, which means we will see several highly ranked teams playing against NC State at PAN Arena. Attending a NC State basketball game IS usually less time-consuming than attending an NFG or NIL game. PAN Arena offers a wide variety of food and beverages that can be found on the concourse. There are 3,800 parking spots at PAN Arena and nearby Carter- Finley Stadium. The parking lot opens two and half-hours prior to the start of he game as well, making parking hassle free for the most part. Compared to individual and season tickets at Duke and UNC-CHI, NC State is much more affordabl e. All Products/Seen. Ices Market Share The NC State Halfback are one of three â€Å"major† NCAA schools in the Triangle area. The next closest major team outside of the Triangle is Wake Forest, which is 104 miles away. The closest professional basketball (NAB) team is the Charlotte Bobcats, who are 164 miles away. Product/Service Marketing Channels Current Product/Service Ma reeking Channels The main marketing channels used by NC State basketball include: Television AC Digital Network WRAP Internet http://www. kopeck. Com/sports/m-bask/NCSC-m-bask-body. HTML Social Media Twitter Faceable Youth anagram Radio Billboards Online editions of the newspaper: www. Newsreader. Mom Competitor(s) Marketing Channels The main marketing tools used by the competitors of NC State basketball include: Television Social Media Magazines Newspapers (Print and Online) Venue Sponsorship Advantages/Disadvantages of Current Channels Advantages The internet is the best source for tracking the return on investment (ROI) Fans can watch highlights of the team on http://win. Pack. Com/sports/m- bask/NCSC-m-bask;body. HTML or on the team's Youth channel at HTTPS:// www. Youth. Com/channel/Soulfully-XpsnNfb2MU31UQ. Fans can visit the team website to learn about a vast amount Of information regarding the team. Fans can also purchase tickets online to see upcoming games..Television raises awareness of the team and allows fans to watch the team from their homes. All of NC State's games were aired on television this past season, including a visit from Aspen's College Someday for the UNC-CHI game. Advantages/Disadvantages of Current Channels (Cone. ) Television coverage usually includes a prename, halftime and postages show. Social media allows the coaches and players to interact with fans. Allows coaches and players to talk â€Å"with fans† instead of â€Å"at them†. Fans feel more emotionally invested with the team thanks to this personal interaction. Radio allows fans to follow games if they can't watch it on television.All basketball games are aired on radio thanks to current contract. Includes a prename and postages show. Fans can call in and ask questions/make comments about team during postages show. Billboards raise awareness of the team, make the basketball rand more recognizable. The online edition of the newspaper can be updated to show current news and final scores. Disadvantages It is difficult to quantify the ROI from television and radio. NC State basketball is not always televised on ESP. and as a result, does not receive as much exposure as larger markets. Billboards may not be as effective in the current technological age. Social media is usually used by the most dedicated fans.Players may come under criticism for making unprofessional remarks The program may alienate fans by ignoring questions on social media Those who only use the hardcopy of the newspaper will miss the most recent team news.

The Role of Local Culture and Context in English Language Teaching

The Role of Local Culture and Context in English Language Teaching -Mabindra Regmi The Relation between Language and Culture The structuralists portrayed language as an entity that could be segmented and through learning these segments, the totality would also be learnt. This method has been tested, challenged and in many cases discarded in the world of linguistics. The conception, propagation and inevitable discontinuation of ever new methods has prompted Sowden to express â€Å"there has indeed been methodological fatigue, leading many to the pragmatic conclusion that informed eclecticism offers the best approach for the future. (Sowden, 2007, p. 304). Perhaps, eclecticism is the right trend while implementing ELT methods. One of the factors that should be considered, however, is that there seems to be a deep connection between language and culture unlike the belief of the structuralists. The concept of language teaching now is that of concentration in what the learners learn or w ant to learn rather that what is to be taught. As the classrooms get more learner-centered, it can be assumed that the attitude and the initiatives from the learners’ side will be more prominent.Since a person is shaped by ones culture and local setting, we can assume that the importance of cultural context in language teaching will grow as learning becomes more learner centered. It is in conjunction with this shift of emphasis away from teaching and towards learning, that there has appeared a growing awareness of the role played by culture in the classroom. (Sowden C, 2007, p. 304) It is not only the learners that come with their own culture in the classroom, the teachers also bring their own culture. This is particularly true if the language teacher is not from the locality.Sowden warns the teacher â€Å"to be aware not only of the cultures of their students and their environment, but also of the cultures that they themselves bring to the classroom† (Sowden, 2007, p. 305). Thus, it can be seen, however inconclusive, that culture of both the teacher and learner plays an important role in the language learning environment and they have to be addressed for effective learning to take place. This intricate mutual relationship between language and culture may be the key to unlock the language teaching methodologies of the future. Whenever we talk about anguage and its use, it is important to figure out the relation between language and culture. There are few things we need to ask ourselves in this regard. Can language exist independent of culture? Is learning a new language (English) definitive of learning the culture of native speakers of English? Who are the native speakers of English? Will the culture of the native speakers be appropriate in the setting of the language learner? Can language exist independent of culture? A language cannot exist in vacuum. It has to express some objective function when utterances are made or some text is written.Whe n we do make use of language, the production made is generally about what we know or what we have experienced. What we know and experience mostly confines within the local setting that we have grown up and where we are residing. Thus, local context becomes inseparable from the use of language. Is learning a new language (English) definitive of learning the culture of native speakers of English? When we learn a new language, we need to adopt the culture of the target language to a certain extent because the cultural aspect comes amalgamated with the target language. But what about the learners?The learners have their own set of cultural experiences and objectives of using a language. They have their own cultural amalgamation which has to be addressed during target language learning process to make it meaningful and relevant to the learners. We can assume that integration of local culture and context is inevitable while learning a target language. Who are the native speakers of Englis h? The distinction that makes a native speaker is generally very vague and often misleading. It might be important to look into the terminology if we are to explain what English is.A dictionary definition might say that native is belonging to a certain geographic location. In the case of English we must consider the fact that it is spoken in many parts of the world and more and more people are adopting it as the first language of communication. In this setting we must consider the appropriateness of calling certain speakers native and others not. Furthermore, even within the native speakers we find many varieties as in the British English, American English, Australian English, or South African English. If the English language is to be made a ruly global one, one must leave the notion of ‘native speakers’ behind. Will the culture of the native speakers be appropriate in the setting of the language learner? The culture and context of the learner and the native user of Eng lish may differ very contrastively. The traditional native speakers of English have their own cultural and contextual setting and it creeps into the language that they use. It should not be surprising thus, that the English used in non-native setting has the purpose of academia without much cultural interference.But can English have the same purpose if it were to only transfer the cultural and contextual nature of the target language? In order to make English learning a holistic experience, it is important that culture and local context are integrated so the learner has a more comprehensive grasp of the language. Different Views Regarding the Role of Culture in Language Class Different people have expressed their opinions regarding the role of culture in language class. Phyak, P has collected four such opinions from various personnel in his article integrating local culture in the EFL context of Nepal: An ignored agenda?The first view expressed by Byram and Flemming (Byram, 1997; By ram and Fleming, 1998) states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries. The second view expressed by Karchu, Nelson and Canagaraja (Kachru, 1986; Kachru and Nelson, 1996; Canagarajah, 1999) opines that there is no need of teaching target culture especially in the contexts where different institutionalised varieties of English are in practice. Similarly, the third view by Kramsch and Sullivan (Kramsch and Sullivan, 1996) states plainly that ‘local culture’ in TEFL should be taught.Finally, the fourth view by Alptekin, Jenkins and Seidlhofer (Alptekin, 2005; Jenkins, 2005; Seidlhofer, 2001) says that since English is a lingua franca, it should be taught in a culture-free context. In the same article Phyak gives a fifth opinion regarding the use of culture in language class by assimilating the highlights of the above opinions where he advises the teachers to use both target and n ative cultures with priority to local culture (Phyak, P). Whatever the views of applied linguists all over the world, we cannot disregard two core realities.The first is that while learning a second language, the influence of the culture of that language is inevitable. The second fact is that the learner of second language comes equipped with the culture of the first language. If no association is made between the culture of the first language and the learning of the second one, the learning will not be as effective. Therefore, inclusion of local culture and context should be more prominent in the initial phases and gradually gear more towards the target culture so that the integration is seamless in the end and language skill transition is more comprehensive.English as an International Language Hegemony of English language is a global phenomenon and the onset of modern technology, the computer; and as the choice language of the academia will further strengthen it. Eventually, the s pread of English will probably be the root cause for disappearance of majority of world languages. Having said that, one must accommodate the fact that the use of English in international communication is increasing, and thus, it is gaining momentum as being an international language. The rise of English as an international language has created many concerns among the laymen, experts, anglophiles and chauvinists alike.The concerns can be divided into two factions. The first leads us towards convergence of all world languages into one giant English language. Because of the advent of printing, and more recently, media; languages, specifically English; are being standardized so that there is uniformity in the manner we write and speak. Many believe this to be a positive step towards world unification. There may be advantages to uniformity, but the question is; does it outweigh the disadvantages that it might bring in the form of ‘language death’ as expressed by David Cryst al or loss of identity?The other faction is made up of personnel who are asking this very question. The prominence of English might be an indicator of decline of other languages. When a language is lost, it is not only the means of communication that is lost with it. There are contextual and cultural associations with languages, and in addition; it also forms the corpora of accumulated knowledge of a community. All this will also be lost with the dying language. Moreover, there is a strong affinity of the language with the identity of a person or a community.Although English may provide with alternate identity, as shall be discussed later in this paper, the primary form of identity shall be lost, especially if the learning of English is subtractive in terms of the first language. Discrepancies aside, internationalization of English is inevitable. The question now remains is how we are going to bring about policies for other languages that are in existence. In order to understand why English is fast becoming a global language, we must try and analyze why is it important for us to learn English.There are many reasons why an individual would want to learn English. i. English may be a factor for obtaining better employment opportunities. ii. English is the medium of communication for business, recreation and competitive tournaments. iii. English is almost mandatory for learners pursuing higher academic achievements and publishing of one’s findings. iv. The knowledge of English may provide higher social standing or identity in many cases. We can see that English language empowers a person both in terms of social and material power.Thus we can see the attraction towards learning English. The choices that the language communities have is either to have subtractive learning of English and forget one’s own linguistic heritage, as is happening mostly in developing countries like Nepal; or to make the learning process additive by retaining one’s own language intact. It can be assumed that the later alternative is more acceptable. The reason for the long windedness of the explanation above brings us back to the core discussion of this paper: local context and culture in teaching or learning English.Now as we have made a huge circle from the inevitable internationalization of English to the better alternate of additive learning of English; it is time to ponder over how we are going to teach English language. English Language, Local Culture and Social Identity If we want to have mastery over English language, then I believe we must find a way to make the language practical to its learners. Just reading the literature of the language or using the language in stereotype British or American cultural setting will not hold much significance to the learner of English as a foreign language.What needs to be done is to bring about association between the language being learnt and the experience of the learners. This will provide platform f or practicality of the language being learnt. In order to understand why local context and local culture must be integrated into teaching of English language, we must also be familiar with how culture and local context plays a role in language learning. Culture and Language Reflect each other The common notion regarding the purpose of language learning has been related to communication.Because of the researches done in sociolinguistics and discourse, we should consider the fact that language is not only ‘understanding’ what the other person is expressing but it is also necessary that we understand the text at a discourse level where cultural and individual background conveys deeper meaning to the language items used. Language is not only communicating with words but we have deep rooted cultural and contextual schemata and frames which are reflected in the language that we use. Thus it is important to analyze the meaning of discourse at cultural and contextual level.The reason that we should consider the Frame and Schema theories of discourse analysis when talking about the language is that if we are not able to express or comprehend the schema created through cultural setting, only understanding the text in communication will not be able to justify the meaning that should have been understood. Only through associating and integrating the language that we are trying to learn (English) into social and cultural setting shall we be able to exploit the nuances of the expression made in a language.Englebert believes that there is a cultural variation between the learner and the language and that the â€Å"teacher hosting foreign students must come to terms with the fact that those students are immersed in a culture with which they are not familiar, and that they bring with them not only their limited knowledge of the language, but a myriad of assumptions based on generations of cultural indoctrination†. (Englebert, 2004). These assumptions based on â€Å"cultural indoctrination† are at the core of schema of the learner.Not only the culture of the target language but even the prescribed packaged methodology might create confusion in teaching English as a foreign language. In her study among the Asian students studying in New Zealand, Li found that â€Å"the interactive teaching methods adopted by New Zealand teachers are culturally incompatible with Asian students’ learning conceptualizations. The findings suggest that some teachers’ adoption of the communicative or interactive teaching approach led to Asian students’ negative learning experience in New Zealand† (Li, 2004).This shows that the cultural background and the mindset of the learner should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learner for smoother and more effective teaching learning experience. If the learner of English is only familiar with her o wn experience based on her own cultural and local setting, trying to incorporate a different language with a different setting will make it literally ‘foreign’. The ‘foreignness’ can be significantly eliminated if local context and culture of the learner is being used in the target language.Thus integrating the cultural and contextual setting in language learning will be important. English Language and Social Identity Bonny Norton has explained that in the current social situation, English language helps create a more powerful identity for the individuals because of the advantages associated with the proficiency of English Language (Norton, 2007). She further explains that construction of identity through learning English are complex and dynamic. The five examples that she has taken in her article all give different perspectives people have for English language based on their cultural and contextual backgrounds.If individuals from different social and ethni cal backgrounds have different concepts about how English should be taught and learnt, then we can assume that it is the experience of the learner that is influencing such perspectives. An individual is the product of the local culture and context, so we cannot ignore the importance of inclusion of local context and culture in English pedagogy. Norton recommends that we should not overlook the focus on individual account while teaching English.She further explains that the researches on language teaching and identity is fragmented and it has to be made more organized, and if English belongs to the people who speak it, expansion of English in this Global era is better (Norton, 2007). Inclusion of Local Context and Culture in ELT in Nepal Along with the gathering momentum of inclusion of local culture and context in language teaching across the world, an initiative has been started in Nepal where linguists and social activists are advocating for inclusion of local context and culture, namely, ethnic languages in mainstream education.Alongside with this initiative there are many linguists and teachers of English language who are advocating for inclusion of local context and culture in English Language Teaching. The problem that the Nepali society is facing is how to bring about the implementation of such content and context in English language. Looking at the coursebooks and educational materials, it is evident that the English teaching is heavily influenced by the culture of target language users. Although some content and stories seem that they have local context, but the exercises that follow again reflect to the target language culture.On the other hand, the teachers are also imparted trainings and education aligning with the target language culture. In this ambience, it will be difficult to implement inclusive local content and culture while teaching of English. In order to overcome this impasse, some measures can be taken so that there is a momentum towards progressive implementation of the discussed issue. First, the language policy makers and the educators of the country need to come together to make a master plan on how to develop materials, train teachers and set objectives on inclusion of local culture and context in ELT.Only when a concrete set of objectives and a clear vision of the implementational procedures have been codified, the initiative can move forward. Second, there has to be a mass drive for collection of local content in the form of stories, poems, articles and the like which also reflects local culture. The content corpus has to be exhaustive so that all the major aspects that need to be covered are covered. Agencies like Nepal English Language Teachers’ Association, NELTA, can be instrumental in taking the necessary initiatives.It is wise to include people from different academic, professional, age group, ethnic, gender, and geographical backgrounds to make the corpus comprehensive and complete. Third, the gathered content has to be carefully cataloged, edited and selected for practical use. There may be many ways by which the content can be used. The content can be an integrated one where a little of everything is included, or it might also be ethnic or locality specific where different communities make use of different relevant parts of the corpus.The fourth, which might also be the most important, is to enable the teacher of English to believe that local content and context is not only necessary but is the most effective way of teaching or learning a language. The teacher should also have autonomy to develop content from her own locality adjusting to the need of the learners there. Perhaps the most difficult part of this endeavor will be to discard the prevalent target culture based content in favor of local culture based one. But once the importance is felt and the initiative commenced, language learning process will take a meaningful and applicable turn.The learners then will not be learning English in vacuum but they can associate their own life experiences to the language being learnt. Finally, a monitoring and evaluation mechanism should be developed in order to judge how successful the implementation of the initiative has been. The monitoring and evaluating body can also make necessary changes in the whole process as the problems arise. Association and Comprehension through Local Context in ELT If there is association between the local context and culture, and English Language teaching; the learners might benefit in many different ways.As Lengkanawati states â€Å"we can conclude that the choice and the intensity of using language learning strategies is influenced by many factors, one of which is the students’ cultural background† (Lengkanawati, 2004), the association of local culture and English language teaching might help the learner build better learning strategies. It will lead the learner to grasp deeper meaning of the target languag e and use it efficiently and productively. Moreover, the differences that lie within the variations of English will make the learner appreciate that context and culture are essential for language learning.All this will lead to a global culture where one retains her native culture while learning that of the target language and thus of the whole world. We have discussed previously about the nature of association between language and culture. In addition, we also discussed about the emergence of English as an international language and the advantages of learning it. Then we went on to how local context and culture can be integrated into teaching English in Nepal. Now, we shall focus on advantages there might be in integrating local context and culture while teaching English in three different stages.The association of local context and culture can be done in three levels: using local context and culture while learning English, Using the context and culture of the target language, and i ntegrating the two cultures to create multicultural or global comprehension. 1. Using the local cultural and contextual setting while learning English. Using local context and culture will enable the learners to grasp the deeper meaning of English because they can associate the cultural and contextual meaning that they are familiar with.In Barfield and Uzarski’s findings, â€Å"the classroom observation showed that students in pair and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with. † Contextualization will further enable the learner to be proficient in the language at a faster pace. The learner will understand how a different language is not very different from one’s own. This methodology needs to be applied on the learners at least at the beginning.The learners must be given ample opportunities to interact in the target language. Th is is only possible if the content that is being used is related to local context or culture. If target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. 2. Using the culture and context of the target language The users of the target language are varied. There is no single context or culture that defines a language like English. Therefore, it will be difficult to identify the target culture when we talk of English.This also indicates that even within the same language there is influence of local context and culture. This will make the learner understand that the language is not entirely free from the culture and context of a community. For example, we can take metro English that the Londoners’ use. It is very different from the traditional Standard or BBC English that we learn in Nepal or the other parts of the world. Sometimes there is a discrepancy in lexical meanings and pronunciati on too. A pavement for the British might be sidewalk for the Americans.A mate is a friend in Australia and spouse in England. The fact that even among the native speakers of English in different countries the linguistic items have different meanings will enable the learners to realize that culture or local context is the key factor in using and understanding a language. It will also give an insight that language is culture and context specific and not medium specific. To clarify this statement we can safely assume that the people coming from same cultural and contextual setting will share more meanings than people from cross-culture sharing the same language.This demarcation will be of vital importance because the learner will be able to comprehend that to understand a person is not only understanding the language but understanding the local context and culture as well. It will further inspire the learners of English to be familiar with different cultural settings of the people that use the language. This kind of interpretation of language should be carried out at intermediate and advanced levels where the learners have been made familiar of the inclusion of their own cultural and local contexts while learning English. 3.The emergence of a Global culture When more and more people start becoming familiar with the local culture and context of more and more places, then a common, integrated culture will emerge. This is the Global phenomenon that has been extensively discussed in every sphere of modern human civilization. This global concept of the language and cross-cultural integration should be the ultimate outcome of language learning. When we are able to identify issues of global importance and contribute to it in a local way, then we will be adherent to the post-modernist maxim of â€Å"think globally, act locally†.This is a concept that might be difficult to understand for many learners. There is also a paradox of going local to harbor a global outlo ok. This in turn complicates the nature of language that we use in the modern world. The learners of languages, and specifically of dominant language like English, should consider the integration of local context and language. Considering the complexity of the process and inputs, learners of the tertiary level of English should be taught at this comprehensive level. Assimilation of Various Cultures for Global InterpretationBarfield and Uzarski have a very interesting notion regarding language integration when they opine that even if an indigenous language is lost, which is happening at an alarming rate all over the world, through integration it can be preserved within another language like English. Interestingly, despite the loss or future loss of an indigenous language, the â€Å"roots† of that indigenous culture can be preserved through the learning of another language, such as English. (Barfield and Uzarski, 2009) This is one notion that can be construed as positive aspect of assimilation of local culture into a Global one.Even though we might have strong opinions regarding local languages and cultures that we have inherited, and feel strongly towards dominance and ultimate displacement that a language like English will do to other local languages, the only way to actually save a part of the culture and local form of language might be through English. In order to achieve this, it would be important to integrate local context and culture in teaching languages like English. On the other hand, because English is fast becoming the lingua franca of the world, there should also be a global ownership of the language.If we consider only one of the cultures of the native speakers then the globalization of the language will not be possible. In order to truly make a language like English a global one, and for all the cultures to feel that they are also a part of this global phenomenon, integration of local culture and context is important. So, at the end, every individual language community can feel the ownership of global English through integration and assimilation. Contrastively, the cultural and local contexts of societies that use English language are varied and it would be impossible to integrate everything about all the cultures.To make it comprehensible in the global arena, we should find out commonalities that exist in all the cultures and localities across the world and try to establish a common contextual and cultural condition for the language to evolve into a Global Language. Such understanding and cohesion will provide â€Å"the abilities to perform effectively and appropriately with members of another language-culture background on their terms† (Barfield and Uzarski, 2009). Conclusion This article has assumed certain developments in English language based on current global trends.It has assumed that English is fast becoming a global language and it will become more so in the future. It has also assumed that the local languages will decline and decay in the face of English as their adversary. Considering these base assumptions, the article has provided insight into understanding the importance of English language and equal importance of using local context and culture while teaching English. In conclusion, we can reaffirm the essence of the whole discussion in the following manner: first, we need to understand that we use English as a method of communication and this language is fast becoming a global anguage. Because we use it in our communication, the language cannot be excluded from the local context and culture because they are what we are likely to be communicating about. There may be differences in opinions regarding how or if local context and culture should be used in teaching English, but it is essential that we integrate local context and culture. Second, use of local context and culture in teaching English will depend on the nature of the local setting. Same system may not be applicab le in all communities.Therefore, how the integration is to be done should be tailored to suit the needs of a particular community or a country. In case of Nepal, this can initiate with development of content corpus based on multilingual communities existing in the country and making a broad plan on what and how to integrate the content thus collected and selected. Third, the use of local context and culture can be done following a procedural format where local context and culture can be given more priority in the earlier stages of learning English language.Slowly, learning of the culture and context of the target language is to be achieved for more comprehensive understanding. When integration is done among various communities and language groups, then English will emerge as a true global language with global ownership. Finally, we should also consider the possibility that many present languages of the world might one day die. And the only possibility of its context and culture to b e passed on may be through integration into a dominant language like English. All these expositions make the use of local context and culture in English Language Teaching a necessity.

Admission Services – Admission Essay

Everybody in life faces some challenges and difficulties which become a learning experience for them for future situations. We, humans, learn through our mistakes and the experiences that we go through. I have had such an experience at a very young age and it has enabled me to be around people with different cultural backgrounds and who share different views.When I was about ten years old, I had gone to America. Without any knowledge of what I would get to see and no hold on English I was afraid of how I will meet people and be able to communicate. I thought that since I’m different I will be treated differently and not accepted so easily. When a people do not know what is in store for them, they have an unreasonable or innate fear of being rejected or feel that they might not be socially accepted. I felt the same way when I went to America.however I decided that I will not let the barrier of language and knowledge about the country make my time here difficult, I decided to le arn the language, meet people, ask them anything I didn’t know or couldn’t understand. When I started being open and accepting towards the people, I realized that o got the same response. I was welcomed and embraced with love and respect.If I ever go anywhere to study now, I will be able to make friends more easily and be more social and outgoing. This will in return help me be more knowledgeable and free to be myself. When I had not gone to America, I had a fear of being socially unaccepted, but that experience had made me a more confident person and I’m no more shy and hesitant in my nature.This confidence boost was what I needed in life and this experience will surely help me when I go for further studies and external or foreign education programs. Admission services – Admission Essay This paper aims to tell about an external influence (a person, an event, etc.) that affected me and how it caused me to change direction based on     Newton’s First Law of Motion which states that an object in motion tends to stay in motion in the same direction unless acted upon by an external force.America is said to be the land of opportunities and indeed it is true as I now find myself wanting to become a bigger person in my dreams and accomplishments compared when I was in Korea. My coming to America I believe, have really allowed me to see a bigger and different world which changed my direction in life.The land of opportunities must be therefore closely associated to the world of business and that is where I want to go. This is motivating me therefore to pursue a study in business.I would like to believe that the world of business is governed by rules and laws which one must understand if one wants to venture into it.   Having the economic issues such as recession and lowering of interest rates by the Federal Reserve of the United States are not easy to understand and could not be easily learned by experience.Although it is said that experience is the best teacher, I would like to believe that having a formal education when business has become more globalized is the better route to faster learning if one wants to succeed in business.Given the big and complicated world of business I am motivated to become one of its players or participants in the future to come. I am looking forward therefore into putting my own business as one of the great ends after perhaps spending good experience from employment.I believe that the undergraduate business program of the University of Southern California[1] would help me to attain my dream to become successful in the field of business considering its name and experience as a university.I believe that the success of America as an economic power lies also in the academic freedom enjoyed by the schools and unive rsities     in bestowing the best kind of education to its students. If my coming to America has indeed caused me to change direction based on  Ã‚   Newton’s First Law of Motion, I believe that enrolling in one of its famous universities must be a great step to benefit from that change that would allow me to be what I want.I have the highest hope of nurturing my dreams in America and I believe I am adaptable to the change.   At a certain sense I believe I am one of the fortunate foreigners who would be able to make it here in America. The fact that I see the opportunities must be a strong indication of my leading to my long-term success.I therefore agree with Charles Darwin when he said that survival will belong not to the strongest and not even to the most intellectual but to those who would be most able to adapt to change.Reference:University of Southern California (2007), Undergraduate Degree Program, {www document} URL,  Ã‚  Ã‚   http://www.usc.edu/dept/publicat ions/cat2007/undergraduate/degree_programs_list.html, Accessed January 23, 2008 [1] University of Southern California (2007), Undergraduate Degree Program, {www document} URL,  Ã‚  Ã‚   http://www.usc.edu/dept/publications/cat2007/undergraduate/degree_programs_list.html, Accessed January 23, 2008

Mordecai Richler. Duddy Kravitz Apprenticeship Essay

Mordecai Richler. Duddy Kravitz Apprenticeship - Essay Example In the whole novel we see Duddy as an ambitious but greedy person who holds no value for love and friendship and considers wealth as his ultimate goal. The major theme that runs in the story is the power of negative ambition, greed and materialism which overpowers pure emotions like love, decency and affection. From the start of the story we see that the family of Duddy plays an important role in taking Duddy’s ambition to a dangerous level. His grandfather advises him that "A man without land is nobody.† His father repeatedly tells him story of a young man who progressed from rags and riches by cheating people on his way. And then he sees his uncle who is extremely rich and successful and it burns a desire in Duddy’s heart to become wealthy. Duddy, in his greed and ambition fails to value relationships and we see him as a man who cheats on her girlfriend even though she loves him truly. Duddy also mistreats his long-time friend, Virgil and even cheats him out of his money when he is confined to his bed due to paralysis.

Fashion writing - Oscar Fingal O'Flahertie Essay

Fashion writing - Oscar Fingal O'Flahertie - Essay Example The essay "Fashion writing - Oscar Fingal O'Flahertie" examines fashion writing of the Oscar Fingal O'Flahertie. The position thus presented him with an effective opportunity to influence the history of design and fashion through literatures, which had become the fastest growing medium. As an editor, Wilde understood his practice as a writer and therefore understood every word used analytically. Through this view, his first major activity at the news outlet was to vouch for the change of the name of the magazine. The magazine was prior to his employment called The Lady’s world, however with Wilde’s entry into the company, he argued that the word â€Å"lady† restricted the audience to a particular segment of the female audience. By changing the name from The Lady’s world to The woman’s world, Wilde arguably widened the audience f the magazine by targeting limitless female members of the society. For the two years that Wilde served as the editor of th e magazine, his contribution to the history of fashion and design was immense as he reached and influenced thousands of the magazine’s female readers. Wilde’s influence to fashion and design was through literature. He used his magazine to bring together top designers and their target audience thus proving the society with a seamless flow and changes in fashion. Prior to his assumption of office as the editor of the highly celebrated magazine, the term fashion befitted a specific caliber of women in the society. the society had few designers. who equally targeted the high society. fashion, design and trendy attires thus belonged to the society’s wealthy. Additionally, the absence of an effective means of communication complicated the development of fashion since both the designers and their markets lacked a medium of interaction through which they could share ideas thus shape the future of the profession. This made it difficult for fashion and design to spread to other societies. The rich had personal designers. Additionally, they maintained their interactions to the echelons of the society. This way, the rich domesticated fashion and design the expense of the middle class who as Wilde proved consisted of the majority and was therefore capable of changing the industry (Hollander, 1993). Wilde interacted with top designers and shared ideas with them. Even though he lacked fashion and design technical knowhow, he revolutionized the industry by providing the link between the designers and their markets through the media. Additionally, the lack of an effective media limited the interaction among designers. It was therefore difficult for the designers to consult and compare their designs among themselves. Through the magazine, Wilde interviewed and published hundreds of works by various designers. Through the magazine and the heightened interaction among the different tenets in the society, fashion and design became an interactive profession wit h more upcoming designers having a platform to socialize and share ideas with the established designers. The magazine demystified some of the misconceptions about the practice and the selective approach that most designers had adopted. The magazine widened the readership to the middle class female members of the society and in so doing drew the attention of the previously marginalized community as designers began targeting the class. Besides his role as the editor of the magazine, Wilde was also a playwright and managed a theatre. These provided the editor with an effective opportunity to infuse the two and use theatre to expand the

Auto Theft in Toronto Research Paper Example | Topics and Well Written Essays - 1250 words

Auto Theft in Toronto - Research Paper Example cific locations, highlighting the involvement of specific groups in the crime and examining the offender’s profile in terms of race, social status and age. As the significance of outlining these factors is critical for understanding the nature of the crime itself and accordingly devising appropriate strategies for promoting crime prevention, the purpose of this research paper is to examine the demographic characteristics of youth auto theft in Toronto and analyzing the contributing aspects in the execution of this criminal activity. According to Dhami, substantial research on youth auto theft in Canada is largely associated with those cases of the crime which have resulted in the arrest of the lawbreaker (187). However, Dhami asserts that it is important to understand that crime figures for youth auto theft which are primarily quantified on the basis of the arrest rates for offenders are misleading (187). The reason for this aspect is that these reports fail to take into account a significant percentage of the members of the younger population who have either 1) contemplated or considered robbing an individual of their ownership of a motor vehicle 2) indulged in or demonstrated any potential auto theft behaviors or 3) have utilized a stolen motor vehicle by riding in it (Dhami 187). The examination of this scenario establishes the foundation for further assessing the state of auto theft in Toronto, specifically on the basis of demographic characteristics such as age. In the report formulated by Savoie which features the statistics for self-reported delinquent behaviors amongst the youth of Toronto, the research concluded that 37% of the reporters aged between 12 and 14 participated in felonious acts which comprised of property crimes amongst other unlawful activities (1). However, the appearance of these activities chiefly involved instances of vandalism, arson and burglary while, the rates for youth auto theft in comparison with these activities only comprised

Truama room nurse Essay Example | Topics and Well Written Essays - 1250 words

Truama room nurse - Essay Example The trauma room nurse certification helps the nurses to acquire essential skills, such as ways to stop excessive blood loss, and methods of stabilizing a critically affected patient. Trauma room nurses should also be able to prevent secondary infections. In a health facility, there is a high likelihood for patients with life-threatening issues to contract other illness. Patients with open injuries and those with weakened immune systems should be monitored closely to prevent farther infections (Andreassi, 2006). Education and certification Dealing with trauma is a technical issue which requires authenticated certification. One is required to train and acquire the professional skills required to accomplish all the responsibilities. One of the important qualifications of a trauma nurse room is the nursing certification. This certification entails a wide range of skills that are crucial for a trauma nurse room. The certifications range from two years to ten years depending on the skills that one intends to acquire. I am experienced in surgical nursing for more than ten years majorly in neurosurgical and burn intensive care unit. In the nursing department, I have come to realize that most health care institutions offer a reasonable rate of salary to the nurses (Andreassi, 2006). Although salaries may vary from one institution to another, the rate seems to have a minimum range of between $20 and $24. This applies to those nurses who belong to the same category depending on their grades and personal experience. Employment The health care department has the most chances of employment opportunities across the world (Briere & Scott, 2006). There are a number of health institutions that one can get a job. For instance, after graduating from a nursing school in the US one can seek employment in the government institutions or privately owned institutions. The government owned health institutions include St Paul Medical Centre which is located at Minnesota in the US and West mead hospital (Andreassi, 2006). There are also open chances for one to get employment opportunities in a nongovernmental organization like AMREF, WHO, Red Cross and St Andrews ambulance among many others. These organizations assist patients in different ways. WHO as a non-governmental organization help in providing food to those people cannot meet their daily requirements as food (Andreassi, 2006). The Red Cross helps to provide humanitarian needs to people who are affected by natural calamities or other accidents. In this department, there are many possibilities for one to advance both academically and salary wise (Briere & Scott, 2006). The nursing certificate holders take the shortest time possible to complete their course. Because of the nature of the training, they are given the lowest salary followed by diploma holders and the degree holders in the same order (Follette & Ruzek, 2006). This indicates that professional experiences increase in the same line with the salary earne d. As one progress to gain higher knowledge, the salary also increases. The nursing schools have the capacity to train and offer advancement opportunities to all practitioners to enable them deal with patients efficiently. There are also workshops that help educate the nurses on the best scientific nursing practices. For instance, AMREF

Guillain-Barr Syndrome Article Example | Topics and Well Written Essays - 250 words - 1

Guillain-Barr Syndrome - Article Example In his research, acute pharyngeal-cervical-brachial type of GBS, masquerading brainstem stroke in a child, Syed (2012) seeks to analyze the symptoms of a child who is admitted in the hospital with difficulty feeding and left arm weakness after gastroenteritis case. In the case report, the child had normal milestones and compromised respiratory system muscles. Even after symptomatic treatment, the lower motor neuron paralysis and the poor pharyngeal response persisted leading to assisted feeds through gastric tubes. Administration of intravenous immunoglobulin reversed the condition and follow-up done. After one month, the child could feed and exhibit good motor response. Such research is a level one research. There is minimal build up, and initial research done to solidify the consistency of the findings. Additionally, there is formation of hypotheses that are subject to more rigorous testing in level two research. Despite utilizing a single case study, the research findings have a m oderate degree of reliability. The researcher was rigorous in analysis of the management of the client from admission to discharge and follow-up. He analyses the information without leaving any questionable gaps. The research findings are hence reliable (Syed, 2012). The second-research article seeks to experiment and establish the various subtypes of GBS among children. The researchers had a core objective of digging out the clinical and electrophysiological patterns of GNS among children with utility of cerebrospinal fluid and nerves motor response. The research was a prospective study. The researchers did collect pertinent information from clients with GBS diagnosis for a period of 7 years. 108 patients were in use during the research. The sample population did consist of both genders. The findings did indicate that the peak age for the condition establishment the sample population was 3 to 6.5 years. Infants also did possess he

The Responsible Leader and Manager Essay Example | Topics and Well Written Essays - 1500 words - 1

The Responsible Leader and Manager - Essay Example This research will begin with the statement that Debenhams, headquartered in London, is an international retailer of men’s, women’s and children’s clothing, gifts, electrical goods and furniture. The company operates more than 240 stores both directly and under franchise. Its management team is made up of managers located in different stores. They include Helen Tully, who manages the operations, commerce and customer focused retail business in London, Chris Halstead, the stores development and projects manager in London, Soleta Oliver, the commercial and stores services manager in London, Andrew Parnell, the operations and visual merchandising manager in Redhill and Shahin Rahnama, who is a store manager in Iran As a team, the managers coordinate the company’s operations with a focus on satisfying customers and the community and maximising profits. The manner in which stakeholders are treated and managed is a crucial component in the revenue generation and success of a corporate outfit. It is the managers’ duty to ensure that stakeholders’ interests are met for the sake of creating beneficial relationships for business continuity. Some of the stakeholders of Debenhams are the customers, employees and corporate shareholders. Customers form the core purpose of any business’ existence. Employees bridge the gap between the company’s operations, products and services, and the customers. Schroder PLC, in its corporate shareholding capacity, has 202.9 million shares, representing a 16 percent shareholding. The managers integrate their personal values with corporate values to lay strategies to manage the unique needs and interests of each group of stakeholder. The managers at Debenhams understand that their customer base, running into millions, works hard to earn and afford their purchases. They know that quality products alone, without personal attention and appreciation, do not represent full value for customers ’ money. They are motivated by the virtue of customer satisfaction to improve their services. They aim to be responsible and active participants in their communities of operation, which are basically made up of their customers. As a corporate entity, the company supports both national and local charities towards the well being of their customers.

IN WHAT WAY CAN OPERATIONAL, FUNCTIONAL, STRATEGIC DESIGN MANAGEMENT Essay

IN WHAT WAY CAN OPERATIONAL, FUNCTIONAL, STRATEGIC DESIGN MANAGEMENT CONTRIBUTE TO THE BUSINESS GROWTH OF Artdinox - Essay Example The feedback will provide the base for the ideation process which will lead to new product development. Then the CEO along with the NPD team can take care of the design finalization. In the context of new products one of the most important pieces of information is the control and monitoring mechanism for the product when it is launched briefly into the market as a part of test launch. Art d'inox does a pilot launch through three to four hundred pieces of the new product and monitors it carefully in terms of control points and then depending upon the conclusion decision to further expand the production or to curtail it is taken. Also, the organization can form collaborations with design institutes of repute; in case of Art d'inox it could easily form alliances with National Institute of Design, one of the premier places of learning in its respective field. This encompasses creation of a design management function in the company. At the strategic level this deals with the incorporation of the design strategy into the basic philosophy and workings of key departments like marketing, communication and innovation departments, i.e. inculcating the deign strategy into the business strategy of the firm. ... Art d'inox's basic objective of turning stainless steel items into lifestyle products with the amalgamation of design and functionality through innovative surface finish and the use of combined materials has adhered to this concept. This leads to the planning stage where procedures and standard for quality are fixed. Art d'inox has a design center with a professional design team which works in tandem with NPD or the new product development team. In Art d'inox's functional structure the CEO leads the design vertical along with the NPD, which designs products after receiving pointers from marketing and sales teams. The finances have to be taken care of in terms of setting up supplier and so Art d'inox being a part of the Jindal Stainless Steel group has timely supply of high quality raw material at reasonable prices. Strategic Design Management This is the capability of the design philosophy to give shape to the organizational objective and transform it according to the vision. At the initiation level the basic strategy is defined and the objectives to be reached in terms of design are also communicated clearly. The very concept of Art d'inox lies in changing the perception about stainless steel utensils and items through extremely creative and functional designs. The CEO is at the helm of designing, who along with the NPD team looks after the various aspects of deign and new product launch. This structure ensures that the top management level is guiding the design team from the top and the philosophy also percolates from top through all the management layers and departments. In Art d'inox the CEO ensures the effective completion of this job. Human resources are extremely important, especially in a design

Associate Program Material Essay Example for Free

Associate Program Material Essay Answer each question in 50 to 150 words. Provide citations for all the sources you use. 1. What is diversity? Why is diversity valued? Diversity is often used to refer to many demographic variables like race, religion, color, gender, national origin, disability, sexual orientation, age, education, geographic origin, and skill characteristics. Diversity is valued, because it has given our country its own unique strengths and flexibilities. Without diversity, our world would be in way worse shape than it already is today. http://www.doi.gov/pmb/eeo/what-is-diversity.cfm 2. What is ethnocentrism? In what ways can ethnocentrism be detrimental to a society? Ethnocentrism is where a specific ethnic group is brought to attention and centered on, usually being one’s own group. Ethnocentrism can be detrimental to a society, because it can lead to false opinions about the differences with cultures which then can often lead to falsified communication between the majority human beings. http://home.snu.edu/~hculbert/ethno.htm 3. Define emigration and immigration. Emigration is defined as migration from a place (especially migration from your native country in Order to settle in another). Immigration is defined as migration into a place (especially migration to a country of which you are not a native in order to settle there). The two definitions are similar to one another. wordnetweb.princeton.edu/perl/webwn 4. What are some of the ways groups of people are identified? Groups of people are identified in many different ways. They can be identified by all of the following: race, religion, color, gender, national origin, disability, sexual orientation, age, education, geographic origin, and skill characteristics. Although I’m sure that there are many more categories that people identify others under, there are the most common ones. 5. Why do people label and group other people? People label and group other people for numerous reasons. Some people label and group others, because they don’t want to accept the fact that they are different. Maybe they just don’t understand them or want to understand them. Others label and group to make them feel better about their own selves, because they are lacking self-confidence. 6. Define culture. Is culture limited to racial and ethnic backgrounds? Explain. Culture is defined as the quality in a person or society that arises from a concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, etc. Another definition of culture is the behaviors and beliefs characteristic of a particular social, ethnic, or age group. No, culture is not just limited to racial and ethnic backgrounds. As it was mentioned in the definition above, culture is pertaining to social, ethnic, and age group, along with race as well. http://dictionary.reference.com/browse/culture?s=t

Heald College Dress Code Essay Example for Free

Heald College Dress Code Essay Heald College in Fresno, California has rules that change and get stricter every quarter. Dress code is one of those rules that are constantly changing at the Fresno’s campuses. Students are required to dress professional Monday through Thursday, and Friday through Saturday is allowed to wear a Heald t-shirt, jeans, and sneakers. Before the rules were changed, students were allowed to wear a Heald t-shirt on Thursday’s also. It would be nice to get that Thursday back, instead of it changing due to the rates of dress code being higher on that day than any other days. Students should be allowed to wear a Heald t-shirt on Thursday again because we need a day where we could dress comfortable, it’s not fair to students who go to school form Mondays through Thursdays can’t have a Heald spirit day, and it’s not fair to keep changing rules and punishing those who follow the dress code. Heald College requires us to wear professional attire because it is to make us more prepared for our career we are trying to pursue. I know at a job were not required to wear sweats or unnecessary clothing but we’re at school and it is one place we want to dress comfortably at. I always used to look forward to Thursdays because I knew it was t-shirt day. Students need at least one little break from dressing in tight slacks, shirts that are tight around our neck, and shoes that hurt our feet! One comfortable day at Heald is what students need especially if we have a long week of learning. Most students at Heald are attending school only from Mondays through Thursdays. The rules for dress code states students are allowed to wear Heald Spirit only on Fridays and Saturdays. It is not fair that students who go to school from Monday to Thursday for 10 weeks don’t get a day to wear a Heald t-shirt to school. Before the rules changed many students liked the idea that Thursday was a day that they can relax and just wear casual clothes and shoes that they feel more comfortable in. To students who have been here before the rules have changed were very unhappy that Thursday’s spirit day was taken away from them. I asked a Student named Jessica, who’s in her fourth Quarter, â€Å"If you could change the dress code what would you change? † She responded â€Å"The Heald Spirit Day on Thursdays should be allowed again. I just like the fact that it was not so hard to pick out an outfit for school on Thursdays. † It’s just not fair to students. Not all students are at campus Friday and Saturday. They should at least make Heald Spirit day on a Thursday where most of the students go to school and not days where most class rooms are empty. There are students at Heald who obey the rules well and there are students who don’t. The dress code at Heald changed at the end of January 2013 quarter. Students were sent emails stating the dress code violations were higher on Thursdays than any other days and there will be no more Heald spirit day on Thursdays. All the students were punished because other students who are supposed to be adults couldn’t follow a simple dress code for Thursdays. It is not fair to other students who obey the dress code to get punished for other student’s mistakes. Taking the Heald Spirit day on Thursdays is not all the students fault. Violations should be given to students who are out of dress code on Heald Spirit day, so they’re the ones who get in trouble not the whole campus. Were adults and those who obey the dress code for Heald Spirit should be treated like an adult and be allowed to wear the t-shirt spirit day attire on Thursdays again. All students shouldn’t be punished for simple rules adults can’t follow. Students want to get treated like adults not high school or elementary school kids. Heald College in Fresno has a strict dress code that Students are supposed to follow. Heald Spirit on Thursdays should be given back to the students as a reward for coming to school and having to get an expensive school loan to learn. Students should be allowed to wear a Heald T-shirt on Thursdays because students want to go to school comfortable at least once throughout their week, Friday and Saturday are days Heald is less busy, and It’s not other students fault who obey the dress code to be punished for other students faults.

Inclusion of Students with Autism Spectrum Disorders

Inclusion of Students with Autism Spectrum Disorders Abstract The purpose of this study is to examine attitudes towards inclusion of students with Autism Spectrum Disorders (ASDs) and self-efficacy beliefs of preservice teachers. Background factors will be explored in relation to both attitudes towards inclusion and self efficacy beliefs. ASDs are becoming the fastest growing developmental disabilities with 1 out of every 150 births being diagnosed as having one of these disorders. ASDs are typically defined as developmental disorders and can range in symptoms from mild to severe. They are identified by abnormal or impaired development in social interaction and communication combined with a restricted repertoire of activities and interests. As a result, more children with ASDs are in need of educational services. Preservice teachers will be surveyed for their level of efficacy as well as attitudes towards inclusion of children with autism spectrum disorders. Preservice Teachers Efficacy: A Correlate of Attitudes towards Inclusion of Students with Autism Spectrum Disorder Chapter 1: Introduction This study will focus on self-efficacy beliefs preservice teachers’ and their attitudes towards inclusion of students with Autism Spectrum Disorders (ASDs). Historically, inclusion studies have broadly focused on students with general disabilities without differentiation of the 13 disability categories as listed in the Individuals with Disabilities Education Act of 2004 (IDEA). It is necessary to briefly address special education law in order to understand how students with exceptionalities are placed and serviced within the education system (either in special education, general education, or a combination of classes). IDEA is the federal legislation that regulates the education of students with disabilities (Woolfolk, 2010). It was originally enacted by Congress in 1975 to ensure that children with disabilities had the same opportunity as students without disabilities (Woolfolk, 2010). The law has seen many revisions throughout the years. The most recent amendments to IDEA were passed by Congress in December 2004. The final regulations were published in August 2006 and termed the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) (Public Law No. 108-446). IDEIA 2004 guides how states and school districts identify and provide special education and related services to children with disabilities (http://www.nichcy.org/idea.htm). IDEIA 2004 specifically addresses where students with disabilities should be educated and also requires schools to provide a free and appropriate education (FAPE) for all students (Woolfolk, 2010). Although the law does not specifically use the terminology inclusion, it does use the term least restrictive environment (LRE) when speaking of placement for students with disabilities (Inzano, 1999). The law regarding placing students within the LRE has generated many questions as to exactly what constitutes an LRE. According to the law, in an LRE, the student is to be placed with non-disabled peers as much as appropriate throughout the school day (IDEIA, 2004). In addition, the student can only be separated from nondisabled peers if the nature or severity of their disability impedes upon their education (IDEIA, 2004; http://www.findcounseling.com/journal/sped/least.html). Based upon this law, there appears to be a push to teach children with disabilities within the regular education classrooms (Villa, Thousand, Nevin, Liston, 2005 Liston, 2005). As a result of this, there will be a paradigm shift moving away from segregation to integration where students with and without disabilities will be taught together (Giddens, 2001). Inclusive education is identified by the integration of all students, including those with disabilities, into the general education classroom (Avramidis Norwich 2002; Woolfolk, 2010). Inclusion is often confused with the notion of mainstreaming. Schnorr (1990) indicated that mainstreaming and inclusion each deal with students with disabilities in the regular classrooms, the responsibilities of the general education teacher is different for both. In mainstreaming, the regular class teacher is responsible for some of the instruction of the student with exceptionalities while the special education teacher is primarily responsible for the student’s instruction (Lipsky Gartner, 1989). This is quite different than inclusion. Through inclusion, the regular class teacher is responsible for nearly all of the instruction of the student with special needs. The special education teacher serves as a support to the regular education teacher (Salisbury et al., 1995). For the purposes of this study, inclusion will be defined as full term placement in mainstream general education classes with appropriate special education support services. By studying disability categories under a broad umbrella, it is difficult to differentiate attitudes towards inclusion of specific disability categories. Inclusion of students based on specific disability categories is limited and has not been fully analyzed in current research studies. Research has largely focused on teacher attitudes towards inclusion of students with learning disabilities (Avramidis, Bayliss, et al 2000; Bender, Vail, et al, 1995; Bradshaw Mundia 2006; Buell, Hallam, et al 1999; Burke Sutherland 2004; Campbell, Gilmore et al 2003; Clough Lindsay 1991; Elhoweris Alsheikh 2006; Hammond Ingalls 2003; Jobe, Rust, et al. 1996; Kadell Wiebe 2001; Kalyva, Gojkovic, et al 2007; Kwapy 2004; Reasons 2005; Romer 2004; Ross-Hill 2007; Sebesta 2002; Shade Stewart 2001; Walpole 2006). There have been some studies focusing on emotional and behavioral difficulties within the general education classrooms (Avramidis, Bayliss, Burden 2000; Clough Lindsay 1991; Hastings Oakford 2003; Soodak et al. 1998; Stoiber et al. 1998); cognitive impairments (Center Ward 1987; Thomas 1985), and mild physical disabilities (Center Ward 1987; Forlin 1995). The remaining special education categories have not been the focus of much research (Autism Spectrum Disorder, Blind or Low Vision; Deaf or Hard of hearing; Deaf-Blind; Developmentally Delayed; Language or Speech impairment; Multiple Disabilities; Other health impairment; Orthopedic impairment; and Traumatic brain injury). This study will investigate the attitudes of pre-service teachers toward inclusion of students with ASDs. ASDs fall within the Pervasive Developmental Disorders based upon the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV, p. 14; 2005). The terms ASDs and Pervasive Developmental Disorder (PDD) are often used synonymously (Pieranagelo Giuliani, 2007). Pervasive Developmental Disorder is a general term that refers to a spectrum of disorders that differ with respect to the number and type of symptoms or age of onset (DSM-IV, pg. 69). Pervasive Developmental Disorders include Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder, and Pervasive Developmental Disorder Not Otherwise Specified (DSM-IV, p. 14; 2005). ASDs are typically defined as developmental disorders in which behavior characteristics range in syndrome expression and the symptoms change as the child develops on a continuum from mild to severe (Volkmar, Paul, Klin, Cohen, 2005). â€Å"They are typically characterized by severe and perva sive impairment in several areas of development that include reciprocal and social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities†(DSM-IV, pg 69; 2005). Four million children are born in the United States every year and of these four million children; 560,000 individuals between the ages of 0-21 have an ASD (http://www.cdc.gov/ncbddd/autism/faq_prevalence.htm). Based on prevalence statistics from the Centers for Disease Control and Prevention (CDC) from 2007, one out of every 150 children in the United States has autism (http://www.autism-society.org/site/PageServer?pagename=about_whatis_factsstats). Due to the increase in diagnosis of ASDs, more children are in need of specialized education programs. In 2006, the CDC reported 484,299 individuals between the ages 3 through 21 received services under the ‘autism’ classification for special education services (https://www.ideadata.org/tables30th/ar_1-3.htm). Additional data from the CDC reported the state of Indiana serviced 159,679 students under IDEA in 2006 between the ages of 6 and 21. Of these students, 7,391 were identified as having an ASD (https://www.ideadata.org/tables30th/ar_1-3.htm). Illinois reported serving 289,611 students under IDEA in 2006 between the ages of 6 and 21. Of these students, 9,398 students were identified as having an ASD (https://www.ideadata.org/tables30th/ar_1-3.htm). Michigan reported serving 217,673 under IDEA in 2006 between the ages of 6 and 21. Of these students, 9,723 were identified as having an ASD (https://www.ideadata.org/tables30th/ar_1-3.htm). The needs of students with ASDs vary and should be identified and addressed within their educational programming. As stated earlier, ASDs are a group of developmental disabilities that are defined by significant impairments in social interaction, communication, and unusual behaviors (DSM-IV, pg. 69). This is of particular concern when looking at the best learning environment for students with ASDs. Researchers and educators agree that children with ASDs benefit from early intervention services (National Research Council, 2001; Rapin, 1997; Rogers, 1996; Strain, Wolery Izeman, 1998). It has been found to be beneficial to place students with ASDs in the general education classroom so they have early interventions as well as appropriate role models of social skills (Klinger Dawson, 2005). At the same time, this presents a problem because students with ASDs are often not accepted into the general education class. Rejection increases with the students’ age and severity of their symptoms which increases their tendency to become socially isolated (Burack, Root, Zigler, 1997 as cited in Volkmar, Paul, Klin, Cohen, 2005). Parents, teachers, and students need to work together to determine which educational services are needed and specifically, to afford them with the greatest possibilities for future transitions (Bock Myles, 1999; Crowley, 2000; Bowe, 2005 as cited in Volkmar, Paul, Klin, Cohen, 2005). Educational placement options for students with ASDs need to be a place where they receive the most benefit as well as keeping in accordance with the law requiring LRE. The increase of students with special needs within general education classrooms has spurred changes in attitudes of teachers, parents, and students regarding the appropriate placement for students with disabilities to receive an education. Research has shown that teacher attitudes towards inclusion have a significant impact upon whether or not inclusion is a success or failure within the classroom (Avramidis Norwich 2002; Bacon Schultz 1991; Barton, 1992; Barton Wiczenski 1993; Bishop, 1986; Carroll, Forlin, Jobling 2003; Chow Winzer, 1992; Coates, 1989; Cook, 2001; Cook, Semmel, Gerber 1999; Good Brophy 1997; Hannah Pliner, 1983; Hayes Gunn, 1988; Idol, Nevin Paolucci-Whitcomb 1994; Roa Lim, 1999; Salend 2001; Schumm et al. 1994; Semmel, Abernathy, Butera, Lesar, 1991; Shade Stewart, 2000; Wiczenski, 1993; Van Reusen, Shoho, Barker 2001; William Algozine, 1977; Wood, 1989). Attitude research pertaining to inclusion of students with disabilities has provided widely var ied results (Bennett et al, 1997; Garriott, Miller, Snyder, 2003; Leyser Tappendorf, 2001; Rea et al. 2002; Shier, 2002). Professional groups vary considerably in their perceptions of which children are most likely to be successful with the inclusion process (Bochner Pieterse 1989). There are educators who support the inclusion of students with disabilities and indicate it has positive benefits for students (Avramidis et al, 2000; Chalmers, 1991; Frederickson, Dunsmuir, Lang Monsen 2004; Leyser Tappendorf 2001; Rodgers, 1987; Rojewski Pollard, 1993; Ward et al, 1994; Villa et al, 1996; York, Vandercook, MacDonald, Heise-Neff Caughey, 1992). If teachers’ attitudes toward inclusion are positive, then the experience of their students will also be positive (Anderson, Chitwood, Hayden 1997; Alexander Strain, 1978). Conversely, many educators are not as accepting of inclusion and hold negative attitudes towards inclusion (Alghazo, Dodeen, Algaryouti, 2003; Berryman, 1989; Bradshaw, 2004; Buell, Hallam, Gamel-McCormick, 1999; Center Ward, 1987; Coates, 1989; D’Alonzo, Giordano Cross, 1996; D’Alonzo Ledon 1992; Dixon, 1999; Forlin, Douglas, Hattie, 1996; Gersten, Walker Darch, 1988; Hammond Ingalls 2003; Hayes Gunn, 1988; Horne Ricciardo, 1988; Jamieson, 1984; Jobe, Rust, Brissie, 1996; Larrivee Cook, 1979; Leyser Tappendorf, 2001; Luseno, 2000; Minke et al, 1996; Murphy, 1996; Reiter et al, 1998; Schumm Vaughn 1991; Semmel et al, 1991; Thomas, 1985; Vaughn, Schumm, Jallad, Slusher Saumell, 1996). If the teachers’ attitudes towards inclusion are negative, then the experience of their students will be unsuccessful (Anderson, Chitwood, Hayden 1997; Alexander Strain, 1978). Forlin et al (1999) indicated that teachers’ attitudes towards individuals with disabilities suggest that negative attitudes lead to lower expectations of that student. Research has also shown teachers attitudes toward inclusion were strongly influenced by the nature of the student’s disabilities (Avramidis, Bayliss, Burden, 2000; Bradshaw and Mundia 2006; Center Ward, 1987; Dean, Elrod Blackbourn, 1999; Jobe, Rust Brissie, 1996; Mak, 2003; Scruggs Mastropieri, 1996; Soodak, Podell, Lehman, 1998). Several studies have shown that specific disability areas negatively affected teacher attitudes towards inclusion. Thomas (1985) studied teachers in England and found they opposed integration of students with intellectual difficulties. This opposition has been replicated in several subsequent studies (Avramidis, Bayliss, Burden, 2000; Center Ward, 1987; Clough and Lindsay, 1991; Forlin, 1995; Hayes Gunn, 1988; Kwapy, 2004; Soodak et al., 1998; Stoiber et al., 1998). Research also shows that teachers had difficulty with children who had emotional and behavioral difficulties (Avramidis et al, 2000; Bowman, 1986; Clough Lindsay, 1991; Forlin, 1995; Hastings Oakford, 2003; Hayes Gunn, 1988; Heflin Bullock, 1999; Kwapy, 2004; Soodak et al., 1998; Stoiber et al, 1998). Center and Ward (1987) found that teachers within their research study were reluctant to include students with more severe physical disabilities or students with intellectual disabilities; however, they were willing to accept the inclusion of students with mild physical disabilities. As a result of the mixed results of research on inclusion, it is important to identify attitudes towards inclusion of students, specifically with ASDs, within the general education classroom. To date, there has been a lack of research on ASDs and teacher attitudes towards inclusion. With the movement within the educational system to integrate all students with disabilities into regular education classrooms, it is going to be important to evaluate teacher attitudes toward inclusion of students with ASDs as the prevalence rate for this specific disability is on the rise. Multiple factors have been found to affect teachers’ attitudes (Salend Duhaney, 1999). These factors primarily relate to the child, teacher, and school. Several factors seem to consistently arise in research regarding attitudes towards inclusion of students with disabilities and include teacher efficacy, the type of disability, and the individual’s teacher preparation program. These areas will be the focus of this research study. Teacher efficacy has been a focus in many research studies (Allinder, 1994; Allinder, 1995; Ashton, 1984; Ashton Webb, 1986; Brownell Pajares, 1999; Gibson Dembo, 1984; Pajares, 1992; Soodak, Podell Lehman, 1998). Teacher efficacy is a teacher’s individual beliefs in their capabilities to reach all of their students, regardless of disability and teach all types of students (Armor et al., 1976; Ashton, 1984; Ashton Webb; 1986; Berman McLaughlin, 1977; Coladarci Breton, 1997; Gibson Dembo, 1984; Tschannen-Moran, Woolfolk-Hoy, Hoy, 1998; Woolfolk, 2010). Many studies have noted that a teacher’s sense of efficacy can have a direct positive affect on student achievement (Anderson, Greene, Loewen, 1988; Ashton, 1984; Midgley, Feldlaufer, Eccles, 1989; Woolfolk, 2010) and is a principal factor impacting classroom effectiveness (Allinder, 1993; Ashton Webb, 1986; Brownell Pajares, 1999; Gibson Dembo, 1984; Pajares, 1992). There has been limited research as to the effect teacher efficacy has upon the students with ASDs. Research on general disability areas has shown that as a teacher’s personal efficacy increases, they become less anxious about including students with disabilities into their classrooms (Allinder, 1994; Soodak, Podell Lehman, 1998). Other research studies have found that teachers often lack confidence in their instructional skills when dealing with a student with a disability (Buell, Hallam, Gamel-McCormick, 1999; Center Ward 1987) thus decreasing their self efficacy. By identifying links between teacher efficacy and teacher attitudes towards inclusion of students with ASDs; more information can be provided to teachers to help them feel confident as well as successful in teaching students with ASDs within their classrooms. Another factor affecting teacher attitudes towards inclusion stems from their teacher preparation programs. Much of the current research on inclusion of students with disabilities has shown that general educators often feel confused when asked to make accommodations for students with disabilities within their classes (Lombard et al., 1998). Educators have indicated that they feel unprepared to implement inclusion as a result of a lack of preparation in education programs (Avramidis, Bayliss Burden, 2000; Bender Ukeje, 1989; Bender, Vail, Scott 1995; Betancourt-Smith 1994; Bruneau-Balderrama, 1997; Buell et al, 1999; Center Ward, 1987; Creal, 2000; Edelen-Smith, Prater, Sileo 1993; Evans, Townsend, Duchnowski, Hocutt, 1996; Ferguson, 1995; Forlin et al. 1999; Garfinkle Schwartz, 2002; Glass 1996; Grbich Sykes, 1992; Hammond Ingalls, 2003; Hastings, Hewes, Lock Witting, 1996; Johnston, Proctor, Corey 1994; King-Sears Cummings, 1996; Kwapy, 2004; Lanier Lanier 1996; Mastrop ieri Scruggs, 2000; Minke, Bear, Deemer Griffin, 1996; Nevin, Cohen, Salazar Marshall, 2007; Olson, 2003; O’Shea O’Shea, 1997; Pugach Seidl, 1995; Reber, Marshak, Glor-Scheib, 1995; Reed Monda-Amaya, 1995; Reitz Kerr, 1991; Salend, 2001; Schumm et al. 1994; Schumm Vaughn, 1992; Schuum Vaughn, 1995; Scruggs Mastropieri, 1996; Shanker, 1994; Sindelar, 1995; Singh, 2001; Slusher Saumell 1996; Snyder, 1990; Soodak, Podell Lehman, 1998; Swoboda, 2000; Tait Purdie 2000; Taylor, Richards, Goldstein, Schilit 1997; Vaughn, Schumm, Jallad, Wang, Reynolds, Walberg, 1994; Vaughn, Schumm, Jallad, Slusher, Saumell, 1996; Wang, Reynolds Walberg, 1994; Wanzenried, 1998). Currently, many educators remain insufficiently informed about the practice and theory of inclusion as well as the effect it has on all students within the classroom. Part of teacher preparation programs includes instilling a sense of knowledge and experience of working with students with disabilities. Those with experience working with students with disabilities tend to have more positive attitudes toward inclusion (Beh-Pajooh, 1991; Forlin, Fogarty Carroll, 1999; Gallagher 1985; Gregory, 1997; Hastings et al., 1996; Hastings Graham, 1995; LeRoy Simpson 1996; Pernell, McIntyre, Bader 1985; Sack 1998; Rees, Spreen Harnadek, 1991; Shoho, Katims, Wilks 1997). If teachers feel as though they are unprepared to accommodate students with disabilities; there needs to be a change in teacher preparation programs to ensure that all teachers feel confident and prepared to teach students with exceptionalities. By changing teacher education programs and adding more required coursework regarding students with exceptionalities, teachers should be better equipped to make accommodations and interventions for exceptional students. It is important to account for preservice teachers’ attitudes and beliefs in order to rectify any ill conceived notions about inclusion of children with ASDs. By identifying attitudes towards inclusion of students with ASDs, the inclusion process can be improved. By identifying factors that lead to negative attitudes towards inclusion and dispelling any myths associated with inclusion of students with ASDs, these students may be better served within the general education classroom. In addition, the attitudes towards inclusion may pinpoint weaknesses within teacher preparation programs. By identifying weaknesses, teacher education programs may be able to change or revise classes and curriculum to better meet the needs of future educators. Due to the increase in students identified with ASDs, laws mandating students be taught in the LRE, more general education teachers will have to make accommodations for students with ASDs within their classrooms. By identifying teacher attitudes towards inclusion of students with ASDs, teacher curriculum can be changed and in-services can be added to programming to improve teacher attitudes towards inclusion. Statement of the Problem This study will focus on self-efficacy of preservice teachers and their attitudes towards inclusion of students with Autism Spectrum Disorders (ASDs). Current research shows a range of attitudes towards inclusion of students with disabilities. There is a lack of research regarding teacher attitudes towards the various disability categories; specifically ASDs. Inclusion of students based on specific disability categories, ASDs, has been limited. With the increase in diagnosis of children with ASDs; there will likely be an increase in the placement of students with ASDs into general education classrooms. As a result, general education teachers will likely be responsible for teaching students with ASDs within their classrooms. By identifying attitudes towards inclusion of students with ASDs, the inclusion process can be improved. By identifying factors that lead to negative attitudes towards inclusion, such as teacher efficacy beliefs, and dispelling any myths associated with inclusion of students with ASDs, these students may be better served within the general education classroom. In addition, the attitudes towards inclusion may pinpoint weaknesses within teacher training programs. By identifying weaknesses, teacher education programs may be able to use this information to implement changes or revisions to classes and curriculum to better meet the needs of future educators. Purpose of the Study The primary purpose of this study is to investigate preservice teachers’ sense of efficacy and their attitudes towards inclusion of students with ASDs. Relationships between teacher attitudes towards inclusion, teacher efficacy, the type of student disability, teacher preparation programs, and demographic information will be explored. This study aims to identify preservice teacher attitudes toward inclusion of students with ASDs and their level of teacher efficacy. Additionally, it will explore factors that influence attitudes of preservice teachers toward inclusion of students with ASDs. By understanding the factors that influence preservice teacher attitudes, teacher preparation programs can better prepare teachers for students with exceptionalities, particularly ASDs within the classrooms. Research Questions What are preservice teachers’ attitudes towards inclusion of students with ASDs within the general education classroom? Secondary Questions: What is the relationship between teacher efficacy and teacher attitudes towards inclusion of students with ASDs? What factors are related to preservice teachers’ attitudes towards inclusion of students with ASDs? What is the relationship between the amount of college preparation courses and teacher attitudes towards inclusion of students with ASDs? Is there a relationship between having a special education background and attitudes towards inclusion of students with ASDs? Is there a relationship between having a special education background and teacher efficacy? Rationale Inclusive education integrates all students, regardless of disability, into the general education classroom. Integration of students with disabilities requires teachers to make accommodations and modifications for students in order for them to be successful within the general education classroom. The teacher’s level of efficacy has been found to affect their willingness to make modifications and accommodations for students with disabilities and thus affect their attitudes toward inclusion. This study will investigate preservice teachers’ sense of efficacy and its correlation with attitudes towards inclusion of students with ASDs. Current studies focus on the integration of students with disabilities without differentiating specific disability categories. This study will allow for differentiation of ASDs from the remaining disability categories. Findings from this study will be beneficial for teacher preparation programs. Bandura (1986, 1994, 1997) suggested that predications about behavior outcomes affect the individual’s goals, effort, and motivation to complete a task. Predications of behavior are highly influenced by a person’s self-efficacy (Woolfolk, 2010). Self-efficacy has been defined as the belief in one’s capabilities to organize and execute the course of action required to manage prospective situations (Bandura, 1995). As a result, people are more likely to engage in behaviors that they believe they are capable of completing successfully. If a person believes they are able to complete an activity with success, they have high self-efficacy; conversely, if they do not feel they are able to complete certain behaviors successfully, they have low self-efficacy. Individuals tend to seek behaviors that they have success with and will put more effort and persistence to activities that they consider to be successful. Self-efficacy is also influenced by a person’s previou s successes or failures with an activity, feedback from others regarding their performance, and success or failure of other people around them (Woolfolk, 2010). For inclusion to be successful, teachers will need to observe a successful implementation of inclusion. In addition, they will have to feel confident in their own abilities to implement inclusion. This confidence will likely come from their teacher education training as well as role models indicating a successful implementation of inclusion. If a teacher does not believe he or she is able to implement inclusion within their classroom, the inclusion process is likely to fail. This has implications for the students within their classrooms. Students without disabilities are likely to model the teacher’s negative attitude towards inclusion and imitate behavior; at the same time, if the teacher has a positive attitude toward inclusion, the children would imitate that behavior. The self-efficacy of the teacher and their resulting actions has a large impact for the successful inclusion of students with ASDs within the general education class. Conceptual Framework This study is rooted in the theories of Albert Bandura, a cognitive theorist. His theories on social learning, social cognition, and self-efficacy have an influence this study. Bandura’s social cognitive theory and his construct of self efficacy (Bandura 1977) help explain how teacher’s attitudes towards inclusion would potentially have an effect upon the students within their classrooms. Bandura’s (1977) theory of self-efficacy is closely tied with teacher sense of efficacy. Teacher sense of efficacy is the belief that a teacher can reach all of his or her students, regardless of disability and teach all types of students (Woolfolk, 2010). Teacher sense of efficacy has a major impact upon the students within a teacher’s classroom. A high sense of teacher efficacy would indicate a teacher believes that he or she is capable to teach their students. Teachers with a high sense of teacher efficacy believe they can teach all of their students, regardless of disability (Woolfolk, 2010). Significance of the Study Due to revisions of federal regulations regarding placement of special education students within the LRE, children with disabilities are spending a majority of their day in the general education classroom. This study is an investigation of preservice teachers’ sense of efficacy and attitudes regarding inclusion of students with ASDs. It is valuable to determine attitudes of preservice teacher regarding the placement of students with ASDs due to research currently citing teacher attitudes strongly effect the success of students (Avramidis Norwich, 2002; Bacon Schultz, 1991; Chow Winzer, 1992; Coates, 1989; Cook, Semmel, Gerber, 1999; Good Brophy, 1997; Hayes Gunn; 1988; Idol, Nevin, Paolucci-Whitcomb, 1994; Roa Lim, 1999; Salend, 2001; Semmel, Abernathy, Butera, Lesar, 1991; Shade Stewart, 2000; Silberman, 1971; Van Reusen, Shoho, Barker, 2001; William Algozine, 1977). Previously, students who needed modifications or adjustments within the classroom were separated from the non-disabled students and placed in special education classrooms. Changes in the law have provided a directive that all students must be educated in the LRE, part of the Education for All Handicapped Children Act (PL 94-142). This law states that individuals, regardless of the severity of their disabilities, are entitled to receive services from the public school systems at no cost to the parents (Public Law No. 94-142). With more students being placed in general education classrooms, it is important for future educators to have positive attitudes towards successful inclusion of students with ASDs. The results of this study may help in the development of effective educational curriculum at universities and colleges with teacher education programs. Education programs need to be committed to producing highly qualified and prepared future educators. This means being prepared to teach and understand the unique needs required by students with ASDs within the classroom. Results from this study may help preservice teachers to gain insight into their attitudes towards inclusion and their efficacy beliefs. Definitions and Terminology Accommodation: â€Å"A change in testing materials or procedures that enables students to participate in assessments in ways that reflect their skills and abilities rather than their disabilities† (Salvia, Ysseldyke Bolt, 2007, p. 682). Americans with Disabilities Act (Coladarci Breton): Public Law No. 10-325 (1 January 2009). â€Å"Prohibits discrimination against persons with disabilities in employment, transportation, public access, local government, and telecommunications† (Woolfolk, 2010, p. 129). Autism: â€Å"Developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 and ranging from mild to major† (Woolfolk, 2007, p. 613). Autism Spectrum Disorders (ASDs): A group of five related developmental disorders that share common core deficits or difficulties in social relationships, communication, and ritualistic behaviors; differentiated from one another primarily by the age of onset and severity of various systems; includes autistic disorder, Asperger syndrome, Rett syndrome, childhood