Cultural diversity in a Danish MNC Essay

Introduction Workforce diversity is a complex phenomenon and a major challenge for HR managers in MNCs. The case presents a Danish MNC, Danvita (not its real name)that has committed to pursuing a diversity strategy. The essence of a diversity strategy is a commitment to providing equal opportunities for employees regardless of their gender, age, nationality, disability and political and sexual orientation. In this case our focus is on cultural diversity. Drawing on individual perceptions of Danvita employees this case explores how Danvita’s diversity strategy in relation to national culture is experienced by Danvita’s employees. Diversity as a strategic resource It has been argued that MNCs that are able to draw on a diverse mix of employees can develop a strategic advantage (Richard, 2000). This is because workforce diversity establishes the potential for diverse perspectives that in turn facilitate creative thinking and effective problem solving (Cox, 1991; Cox & Blake, 1991). Understanding and valuing diversity can enable constructive conflict resolution, reduce miscommunication and lead to lower employee turnover and result in cost savings (Robinson & Dechant, 1997). A diverse workforce that can draw on a variety of cultural insights can also have a positive impact on international marketing and sales (Blake-Beard, Finley-Hervey & Harquail, 2008; Robinson & Dechant, 1997; Cox & Blake, 1991; Cox, 1991). However, workforce diversity can also have negative effects. Some researchers have observed that groups characterized by high degrees of cultural diversity have lower levels of employee satisfaction, lower levels or performance, high levels of miscommunication, conflicts and turnover than more homogenous groups (O’Reilly, Caldwell & Barnett, 1989; Watson et al., 1993; Richard, McMillan, Chadwick & Dwyer, 2003). Diversity as perceived by organizational members The focus of this case is in on the issue of how Danvita employees experience the company’s strategy of achieving cultural diversity. ‘As with many things in life, perception is reality’claims Allen et al. (2008: 22). Individual perceptions influence the way individuals interact with their colleagues and participate in the life of organization. Based on their perceptions, organizational members participate actively or passively in the implementation of the company’s strategies as well as support or oppose organizational change. Knowledge of how organizational members perceive diversity opens a possibility for improvement if necessary. The case data were obtained by means of seventeen qualitative interviews with seven Danish and ten international employees. Their narratives, however, should not be understood separately from the environment where the stories and events take place. Thus the narratives were supplemented with direct observations of diversity trainingsessions and with documents containing the new diversity strategy, managerial speeches and company annual reports. In this way information about the social context in which the employees’ perceptions of cultural diversity are constructed and re-constructed on an everyday basis was obtained. Denmark and Danish The context in which the diversity case is unfolding contains elements of both national and organizational culture. Although there is a considerable overlap, it is important to distinguish them. Despite its commitment to diversity and inclusion of international employees the head office of Danvita is still operating in a broader context of Denmark. In Denmark historical and religious development of the society led to formation of a very particular institutional environment in which the state plays a significant role. Denmark has a well-developed welfare state that redistributes wealth and that ensures inequalities are relatively limited (Andersen and Svarer, 2007). The role of the Danish language as a uniting and protecting mechanism in Danish society must be acknowledged. Historically the Danish language is an indicator of membership of and belonging to Danish society. Its significance for inclusiveness means that it may alsofunction as a mechanism of exclusion of non-Danish speakers. This factor co-exists with Denmark’s membership of the European Union and its policy of welcoming well-qualified professionals to work in Denmark. Danvita and the HR challenges it is facing The aim is to create a culture where all employees feel valued and have the opportunity to reach their full potential(Diversity strategy, Danvita) Briefly about Danvita Danvita is the company that has been a leader in the industry in which it operates. Annual reports indicate increased profits for 2009-2011. In March 2012 Danvita had more than 32,800 employees worldwide distributed across affiliates and offices located in 75 countries. Just over 40 per cent of its employees are located in Denmark. In order to function successfully as a MNC Danvita believes that it has to attract, develop and retain competent people from any location in the world. In 2009 it started a diversity initiative. At the core of this initiative is the operational guideline for HR which states that the company will provide: â€Å"(†¦) equal opportunities to all present and future people, regardless of gender, age, race, religion, nationality, cultural and social origin, disability, political or sexual orientation and family status† (Danvita). In 2009 when diversity strategy was launched about 700 of Danvita’s employees in Denmark were foreigners. Although 68 nationalities were represented it should be noted that half of the foreign employees were from a handful of countries, the UK, the US, Germany and Sweden. The highest percentage of the international employees was among the professionals and specialists. An effort was necessary to be made to make these employees feel welcome and willing to stay. The turnover rate for international specialists was 3 times higher than that among the specialists from Denmark. These numbers do not have to be as alarming since employees change jobs and employers frequently and international employees return home after rotations and expatriation. Nevertheless, feeling welcome and happy with their working environment, international employees can contribute to higher retention rates in the organization which claims to be in need of workforce. Thus the diversity strategy was developed. The diversity strategy The current diversity strategy has an ambition that by 2014 all senior management teams will include employees of both genders and different nationalities. In pursuing this objective the company insists that all positions are filled by the best candidate. â€Å"All management teams or the senior VPs teams will have to have at least a representation of non-Danes and gender diversity. They will have to have. It is not a wishful thinking. That means implementation and they will have to do something with it.†(Respondent 2) At the end of 2011, diversity in terms of gender and nationality was reflected in 18 of the 29 senior management teams, compared with 15 of 28 at the end of 2010. Guiding principles The guiding principles of Danvita’s diversity strategy attempt to lay the foundation for equal treatment of all the organizational members. These principles highlight the strategy’s focus on providing equal opportunities and selecting the best-qualified candidates in order to attract and keep talents from all over the world. Supporting initiatives A number of supporting initiatives contribute to the creation of a culture of inclusion. There is an International Club which is run on a voluntary basis and which aims at creating a network for foreign employees. The idea is that foreign employees have the opportunity to meet in a non-work atmosphere and to experience the traditions and leisure activities of the host country. It also provides an arena to talk through their frustrations with more experienced colleagues. Corporate way of speaking about diversity Drawing on company documents we now present three company discourses on diversity. Business and business needs One discourse emphasizes the business needs of the company. Diversity is a way of dealing with these needs. The discourse portrays the company as ‘a global company’, having an ‘expanding presence in the world’. The key issue is:‘as we expand where are we going to find the people (we need)?’A representative of top management team emphasizes the current growth and success of the company which is going to be ‘even larger and more global’and articulates the need for attracting talent: ‘We want to be among the most attractive companies so that we can continue to attract – and retain – the talent we need’. The business discourse constructs diversity as the necessary attribute for sustainable growth with satisfying the needs of international recruits as the means to this end. Equality A second discourse emphasizes diversity as an expression of equality. This discourse views diversity as a product of emphasizing talent regardless of any other considerations. We need to make a greater and more systematic effort to identify women and non-Danes with leadership potential when we are filling a management position (†¦). The company will never use either negative or positive discrimination. We will always choose the best individual for a vacant position. (Interview with top management team representative Employee magazine) The discourse sees selection of the ‘best’ individuals for positions as the guiding principle with the provision of equal opportunities to all as the means to this end. In practice this means that: ‘We need to re-evaluate who it is that we are hiring’(Diversityadvisor). Inclusion The third discourse involves how the company talks about diversity as inclusion.This discourse presents inclusion as a precondition for achieving diversity: ‘Inclusion is an integral element of the diversity strategy, as this is about how to value and utilize all the differences among our people.’(Danvita Diversity strategy). While emphasizing inclusion this way of talking about diversity constructs diversity in terms of differences. In the annual report for 2008: (†¦) inclusion of men, women, locals and non-locals must be considered for succession list for all key positions. Mentorship will be offered and supportive network initiatives including expatriate networks and a ‘family-buddy’ system are being set up. (Annual report 2008) These three main corporate ways of speaking about diversity coexist in the organizational space of the company. Of the three the business discourse is the most pronounced discourse and the inclusion discourse by far the least pronounced.

Demonstrative Communication Essay

Demonstrative Communication is a type of communication that observes non verbal cues. Examples of non-verbal cues include tone of voice, facial expressions, and body language. Communication can be defined as the process of sending and receiving messages. Communication involves the exchange of thoughts, messages, or information with a person or persons. Communication can be verbal or nonverbal, written or visual. There are many ways to communicate with one another most people only think verbal when you talk about communication. A lot of people don’t realize that facial expressions and body language are a part of communication. The use of body language can be subtle or more demonstrative this would depend on situation that is going on. The person you are communicating with as well as your own style. An effective use of body language, as with other components of communication can help one understand the message you are trying to send. Our demonstrative communication needs to be matched with our verbal message; if these two behaviors do not match with a similar â€Å"tone† misinterpretations can occur. Demonstrative communication can only be effective when the listener understands the message the person is trying to send. Effective communication is necessary for life’s relationships, work, and play. To achieve effective communication it is important to maintain eye contact this ensures alertness to the conversation. Eye contact can also make sure the other person knows it is importation and that you are talking to them. One cause of misunderstanding is the verbal message does not match the demonstrative communication. Effective communication requires active listening from both. The messenger wants to watch the receiver to see if they understand the message and be prepared for questions and feedback that the receiver might have. We have to maintain eye contact as well as positive body language and facial expressions to maintain communication. When the listener completely understands the message sent the message is effective. Ineffective communication may be caused when the messenger is using language the receiver does not understand, when angry, or loss of eye contact. The messenger may be speaking too quickly for the receiver to pick up the information. If both the receiver and listener are angry he or she will receive the information wrong. If you are trying to communicate when you’re mad it can cause confusion. You may speak loud, cut the other off and not listen to what is being said. You will only hear what you want to hear. Another sign of ineffective communication is if the messenger or the receiver does more talking than listening. For example: Some families have fallen apart due to miscommunication and for sending the wrong information and the receiver getting an offensive message. This is cause by not saying the proper words and using the incorrect facial expressions, body language and gestures. Effective communication is the process of two-way communication between the messenger and receiver. If communication is ineffective it can cause confusion to both the messenger and the receiver. Another way it can be ineffective would be if you don’t keep eye contact this can give the receiver or the messenger time to wonder away from the subject. If you lose eye contact that can mean it is not interesting and you are losing the communication. Not listening to what one has to say and be cut off but the messenger or the receiver would also cause problems and miscommunication. Demonstrative communication involves listening and responding to the message. Listening and responding depends on who you are talking to and what is being discussed. If you are not listening when someone is speaking to you, your response may be false or not correct according to what is being discussed or with the tone it was said in. Listening is one of the most important skills you can have. How well you listen has a major impact on your personal and work life. In order to listen, a person has to hear and look at you. This way they get the tone of you verbal communication as well as the demonstrative communication. Demonstrative communication reinforces verbal communication in a conversation. To fully understand what someone is saying you have to hear the words as well as watch the body language of the people in the conversation.

Analysis of Peter Pan Essay

In this study, we are going to talk about two histories of Children’s Literature, histories that are part of the history of this literature. The tales we are going to talk about have marked and for sure will mark the the childhood of many children in the world. This tales are â€Å"Peter Pan†, by James Matthew Barrie (1860–1937) who was a Scottish author and dramatist; and â€Å"The Wonderful Wizard of Oz† by Lyman Frank Baum (1856-1919), American children’s literature author, playwright and journalist. We are going to talk about their authors, about the time when this books were published and then we are going to analyze in depth the tales, talking about their settings, their characterisation, their narrative progression, their language and their plot. We are going to compare the book with their respective film and finally, we are going to compare â€Å"Peter Pan† with â€Å"The Wonderful Wizard of Oz† stories. 2. MAKING OFF: 1. 19th December: We went to Vallecas’ library. Here we showed us the individual information and we thought about the essay’s structure . We looked for more information about the stories, author, time†¦ Finally, we made the introduction of the work. We took books to take home to complete the individual information. 2. 10th January: We went to Vallecas? library. We had done our individual part and we had seen the two movies. We made together the individual most important parts (setting, narrative, progression, plot †¦) and the comparison between Peter Pan and the Wizard of Oz: Similarities and differences. Finally, we made the conclusion of the work. 3. 14th January: We went to the university library. We completed the bibliography on work and finished the index and the title page. 3. PART A – PETER PAN: AUTHOR: JAMES MATTHEW BARRIE James Matthew Barrie, (9 May 1860 – 19 June 1937) was a Scottish author and dramatist, best remembered today as the creator of Peter Pan. The child of a family of small-town weavers, he was educated in Scotland. He moved to London, where he developed a career as a novelist and playwright. There he met the Llewelyn Davies boys who inspired him in writing about a baby boy who has magical adventures in Kensington Gardens (included in The Little White Bird), then to write Peter Pan, or The Boy Who Wouldn’t Grow Up, a â€Å"fairy play† about this ageless boy and an ordinary girl named Wendy who have adventures in the fantasy setting of Neverland. Barrie was born in Kirriemuir, Angus, to a conservative Calvinist family. Barrie was the ninth child of ten (two of whom died before he was born), all of whom were schooled in at least the three Rs, in preparation for possible professional careers. Barrie wished to pursue a career as an author, but was dissuaded by his family He was to attend a university, but would study literature. He enrolled at the University of Edinburgh, where he wrote drama reviews for Edinburgh Evening Courant. He was extremely introverted, and was shy about the fact he was in college and only approximately five feet. He would go on to graduate with his M. A. on April 21, 1882. Meanwhile, Barrie’s attention turned increasingly to works for the theatre. The production of Barrie’s play at Toole’s Theatre in London was seen by William Archer, the translator of Ibsen’s works into English, who enjoyed the humour of the play and recommended it to others. Barrie travelled in high literary circles, and in addition to his professional collaborators, he had many famous friends. In 1896, his agent, Addison Bright persuaded him to meet with Broadway producer Charles Frohman. Frohman would become not only his financial backer, but a close friend as well. Frohman, who was responsible for producing the debut of Peter Pan in both England and the U. S. , as well as other productions of Barrie’s plays, famously declined a lifeboat seat when the RMS Lusitania was sunk by a German U-boat in the North Atlantic. Actress Rita Jolivet, who stood with Frohman, George Vernon, and Captain Alick Scott at the end, survived the sinking and recalled Frohman paraphrasing Peter Pan: ‘Why fear death? It is the most beautiful adventure that life gives us. Barrie argues that, before birth, all babies are birds, hence the image of Peter was born, a boy, when I was a baby, flew out the window of his room while his mother slept, because he had not lost faith that could fly. Believing be direct bird flew back to Kensington Gardens, where the serpentine lake within which lies the island of birds, also called â€Å"Neverland. † Peter Pan quickly overshadowed his previous work and although he continued to write successfully, it became his best-known work, credited with popularizing the name Wendy, which was very uncommon previously. Barrie unofficially adopted the Davies boys following the deaths of their parents. Before his death, he gave the rights to the Peter Pan works to Great Ormond Street Hospital, which continues to benefit from them. The first appearance of Peter Pan came in The Little White Bird, which was serialised in the United States, then published in a single volume in the UK in 1901. TIME: Although James Barrie was born in Scotland, he moved to London, where he developed a career as a novelist and playwright. In England, the queen Victoria had the longest reign with 64 years of government in the history of the British monarches, and the cultural, political, economic, industrial and scientific changes that happened during his reign were notable. When Victory ascended to the throne, England was essentially agrarian and rural; to his death, the country was highly industrialized. Between 1860 and 1870 the industrial revolution happens. The children must go to the school, but families need money, some children don? t go to school. For this one installs a Foster? s Law (1870): Obligatory education. Children to be educated at school. The literature was a very popular way of amusing itself in the Victorian Epoch and big writers arose. In children? s literature, the writers write for girls and for boys. Normally, woman writer write for girls. The type of book for girls is a domestic history: In house, with a family†¦ The type of book for boys is an adventure books. These topics were faraway places. The girls read adventure? s books hidden. In 1854 Charles Dickens publishes Oliver Twist. This book is a very famous because is a real boy the center of novel. This is a big innovation.

Early Head Start (EHS) as a Foundation which Works to Assist Low-Incom Essay - 1

Early Head Start (EHS) as a Foundation which Works to Assist Low-Income Families - Essay Example In this way, new ideas will be explored along with the addition of funds and resources. Communication is necessary to form a discourse community. A significant step is to remain patient. To achieve the desired outcome groups must remain firm. It may require a little time before things start to work accordingly. Early Head Start (EHS) is a foundation which works to assist low-income families. This foundation serves infants, toddlers and pregnant women. EHS has made a series of goals. These goals include the need for primary education for parents to meet up with their needs and to provide for their children efficiently. EHS also works to make sure the children are in a safe environment. Other communities are also made to participate in the generation of funds and resources. EHS has several services. These services include center-based services for children in their early stages. Home-based services include weekly visits to the helped families to help maintain them. Moreover, Family Child Care Services provides educational funds for the children. (Eclkc.ohs.acf.hhs.gov) I live in Maple Leaf Dr, League City. It is an active community where adults and children are always witnessed indulge in their activities. A school bus is responsible to pick and drop the children to the nearby school. In this way, adults which do not work from home do not have to worry about dropping their children to school. My community continues to thrive and work for a better future, due to which It can be positively be considered of good quality. People assemble their garbage in the corner of their houses from where it is collected. Gardening is also actively practiced. In this way, lawns are maintained keeping the environment clean. People are responsible for their safety. Community members remain active so theft is best avoided. Noise pollution is the least as my community is a distance away from industries. People have built  their own houses. Some are also living on rent.  

Emergency Management Essay Example | Topics and Well Written Essays - 250 words

Emergency Management - Essay Example There is an allocation of fewer funds than was budgeted for by these organizations. For example, Red Cross was accused of exploitation of funds in Haiti quake. They received $354million in donations and allocated $106 million, the rest $248 million was not allocated. Haiti victims demonstrated, and the Red Cross was questioned, only to reveal that they were holding the money and defending Red Cross by stating it has a system and process of fund disbursement (Burns, 2006). This act is extremely unprofessional, and it decreases organization reputation and integrity (Taori, 2005). Relief in tragedy incapacitated areas is in the form of foodstuff, drugs, clothing, and shelter. Some of these commodities never reach the intended victims, which is unprofessional for the company ((Taori, 2005). This is known, since even after the donation of these items, cases of lack of them is reported by journalists who cover the stories. An example is the floods that wrecked the ‘Red River Valley’ in Minnesota and ‘North Dakota’ in 1997 spring. Red Cross did not release the donations as a report issued by the Attorney General indicated that people still had corroded basements and foundations. In addition, they had inconveniences caused by flood induced by mould and mildew. International laws mandated to govern the process of donations and disbursement. This leads to fragmentation inside the organization and delays fund disbursement (Burns, 2006). In addition, it leads to lack of proper communication within the organizations enhancing berating from agencies. This, together with lack of government support, distorts the organizations efficient running as they are institutionalized. In my opinion, I feel that there’s fragmentation and misunderstanding within and outside the organizations. The reason for the inefficiency is that these non governmental emergency management organizations lack enough

Crisis communicate Essay Example | Topics and Well Written Essays - 1000 words

Crisis communicate - Essay Example The videos were watched by at least 1 million people all over the world until the videos were finally pulled out of the social media almost two days later (Jacques, 2009). Vice President of Corporate Communications, Tim McIntyre, carried out an analysis of the situation within the first 24 hours of the release of the videos and reached the conclusion that the videos were not a prank. This led to his communication, both externally and internally, with the concerned audience that included but was not limited to the security head, senior management team, and social media people. McIntyre collaborated with GoodAsYou.org, the consumer watchdog organization, that alerted the top management of Domino’s about the videos, that led to the identification of the workers as Michael Setzer and Kristy Hammond. Customer’s requests were started to be responded to by the company on Twitter by Tuesday. Common questions of the customers included whether the videos were released deliberately by the company or if the management was surprised at the release; why the management had not issued an official statement about the videos; and what would the management do about the whole crisis (Jacques, 2009). President of Domino’s Pizza, Patrick Doyle, officially recorded an apology by Wednesday which was uploaded on YouTube. The crisis was captured in case studies and articles by a host of bloggers and journalists over the following many days. This paper provides an analysis of the crisis communication strategies used by Domino’s Pizza after an unfortunate incident it experienced in 2009. The Arthur W. Page Society is charged with â€Å"embracing the highest professional standards; advancing the way communications is understood, practiced and taught; and providing a collegial and dynamic learning environment† (Arthur W. Page Society, 2015a). On its website, the Arthur W. Page Society enlists these

Legal skills learning portfolio Essay Example | Topics and Well Written Essays - 3500 words

Legal skills learning portfolio - Essay Example during the module sessions have encompassed a wide range of methodologies, many of which have focused actively on student learning, role plays, team work and interaction to develop the essential skills needed to become a successful lawyer. In a similar fashion, I have been constantly assessed during this module through a number of evaluations, examinations, reports, and moot court sessions apart from a certain degree of oral presentations. In fact, our entire class has undergone through a strict and rigorous curriculum that has required my study group to constantly re-invent itself through peer and self assessments. I am further of the opinion that the ALS module has comprised a level of distinctiveness with focus on a number of areas like criminal law, contracts, company law, civil procedure, constitutional law, evidence and professional conduct. I have undertaken complex and elaborate case studies in each of these disciplines together with my study group and have evolved as a prospective lawyer through rigorous and dedicated analysis and application to practice moot court sessions. Based on the guidelines of McCarthy (2003, pg. 28), developing ideas and strategies to tackle cases, presenting them in mock sessions an d arguing them in a highly competitive environment have streamlined my vision to approach and analyze cases in a manner that is highly practical and thought provoking in nature. During this course, I have sensed that elaborate resources have been devoted to determining ways of teaching skills within the overall academic program. I also feel that this has been the case even with embedding these skills in students which has enabled them to improve upon incrementally by applying them to cases of increasing complexity, building the sense of independence and confidence that is highly required of a lawyer. Thus, the ALS Module can be termed as a comprehensive skill-based curriculum. The creation of groups among students to learn skills like advocacy and

Deviance and social controls Essay Example | Topics and Well Written Essays - 1000 words

Deviance and social controls - Essay Example The goal of sociologists is to identify the common characteristics of deviance. This approach is not concerned with the classification of deviant behavior. This research paper will seek to analyze and assess the phenomenon of social deviance. Deviance is considered to be aberrant behaviors that are contrary to established cultural norms and values. However defining the term is more complex given the sheer assortment of actions that are categorized as aberrant by society. The goal of sociology is to identify the common characteristics of various forms of deviance. The normative definition argues that any behavioral pattern that infringes upon the established rules of society is tantamount to deviance (Ben Yahuda, 1990). This definition is perhaps the oldest one regarding the phenomenon of deviance. Contemporary sociologists have attempted to formulate a relativistic definition in order to ensure computability with modern sociological theories. Thus the relativistic definition considers deviance as actions which are perceived to be aberrant according to social agents. Deviance helps to establish social morals and standards that provide guidance to society. The function of society is to create parameters that divide behaviors on the basis of acceptability. Any action that is outside such parameters will be categorized as deviant by society. Human beings are able to make decisions based upon the classification of deviant behaviors (Downes, 2003). These decisions are implemented within the moral boundaries in order to ensure acceptability from fellow human beings. An important function of deviance is to rally and mobilize the social classes against the outcasts of society. This helps to develop a consensus among the general public that deviant acts will not be tolerated in society. For instance there is a universal stance against pedophilia which is deemed to be a

The Proslavery Thought of George Fitzhugh Essay Example | Topics and Well Written Essays - 500 words

The Proslavery Thought of George Fitzhugh - Essay Example Fitzhugh had revealed not only the sectional divide over slavery on the eve of disunion, but also the ideological distance amid the revolutionary generation of Virginia slaveholders and mid-nineteenth century Carolina planters. The political ideology of secession, exemplified by his speech, belonged to the surge of reaction with the intention of followed the age of revolution in the Atlantic world. The political ideology of secession in America consisted mainly of formal constitutional arguments and proslavery thought. The systematic construction of Southern constitutional theory and the theoretical defense of slavery proved to be very influential in the long term and provided the ideological justification for secession. Under the political and intellectual guidance of Fitzhugh, slaveholders formulated the "Carolina doctrine" of nullification, or the state veto of a federal law, state ownership of national territories, and the constitutional right to secession with the intention of helped make disunion a reality. The proslavery argument was also central to the growth of political separatism in America. Regardless of the individual political beliefs of proslavery writers, their works were crucial in the construction of a separate Southern identity based on slavery.

Making of Collateral Essay Example | Topics and Well Written Essays - 1500 words - 36

Making of Collateral - Essay Example From this study it is clear that directing covers the methods, technologies, thought processes, and judgments that a director must use throughout the fascinating process of making a film. Directing also should help you master technical and conceptual skills in the filmmaking process. â€Å"The first time we watch a film; we usually don’t know or think about the artistic decisions that were made during its production.† According to the discussion Scriptwriter Stuart Beattie originally set Collateral in New York City. Max was to be portrayed as a loser, hiding from the world in his cab and getting little out of life. Once Mann took charge as a director, he made numerous changes. The setting was changed to Los Angeles. Max became less a loser and more a laid-back, intelligent man content to observe the world from behind a steering wheel and to interact with his passengers, endlessly delaying his plans to start his own limousine service. The story largely consists of this pair interacting, so Mann’s decision to change Max’s traits altered the nature of the conflict between them. Max becomes our point-of-view figure for most of the film. Unusually for a film about a professional killer, we don’t see the first murder but stay with Max in the cab until the shocking moment when the body falls onto his cab roof.  The switch to Los Angeles affected many aspects of the film’s st yle. One of the attractions was that this tale of a random crossing of destinies took place almost entirely at night, from 6:04 p.m. to 4:20 a.m.

Development of a Model Aviation Safety Program for General Aviation Dissertation

Development of a Model Aviation Safety Program for General Aviation - Dissertation Example In relation to research methodology, a qualitative research approach has been considered in this study. Moreover, questionnaire surveys have been conducted for both the service providers as well as the customers of the aviation industry. The sample size was considered to be 100 for the customers and 50 for the service providers. Additionally, both primary sources (in the form of questionnaires) and secondary sources (in the form of literature review) have been taken into concern for this study. Introduction The introduction and the subsequent development of aviation safety programs has eventually emerged as one of the topmost concerns for the general aviation companies due to an increased rate of airline accidents or fatalities in the global arena. In relation to aviation safety, the two priority areas, which include the human factors and the impact of technological factors, are often observed as the most prominent causes for airline fatalities. With respect to the manual causing fac tors, it has been viewed that the errors which are often caused manually by the humans ultimately lead towards serious safety issues. Conversely, with regard to technology factors, it has been apparently observed that when the technology relating to aviation segment fails to perform its functions, it also increases the degree of risks concerning the security (Aviation Safety Corps, n.d.). After acquiring a brief idea concerning the different facets of the identified research issue, it can be stated that the study mainly deals with qualitative factors such as the experiences of the service providers and the conception of the consumers regarding the development of model aviation safety related programs. Consequently, a qualitative approach of research methodology has been implemented in this study in order to gain a better knowledge regarding the necessity of introducing as well as developing aviation safety programs for the general aviation companies. With regard to research design, suitable as well as important data has been collected from conducting surveys in the form of questionnaires as a primary source. The questionnaires have been designed taking into account the service providers of the aviation companies and also the customers as the respondents. Apart from the primary source, the secondary source as a form of literature review has also been used in this study. The sample size was considered to be 100 for the customers and 50 for service providers. A descriptive analysis approach has been used in the study by evaluating the secondary sources in accordance with the primary data obtained. According to the data, the importance of introducing as well as developing model aviation safety related programs for the general aviation companies have been obtained. Project Literature Review According to the report published by the International Civil Aviation Organization (2011), it has been viewed that the numbers of airline accidents have increased substantially in the current years. This is fundamentally owing to the increased technological and human errors in preserving aviation safety. Consequently, the general aviation companies have been focussed upon the implementation and the advancement of different safety initiatives with the intention of reducing the accidents by a greater extent as well

In-band or out-of-band SAN appliances Essay Example for Free

In-band or out-of-band SAN appliances Essay Out-of band SAN appliances allow for independent flow of data between servers and storages since it does not function within the data path (InfoWorld, 2001). In addition, execution of management functions by these appliances is independent of application servers, a factor which dictates for having host drives. This has the implication that the positioning of an out-band SAN appliance posses performance concerns in the system (InfoWorld, 2001). Another implication is that increase in the number of server in such a system complicates administration issues. Still, out-of band SAN appliances have its meta-data and control operations separate from the data path. This coupled with the need for having a driver at each host frees the host to engage only in transferring data to and from the storage. Nevertheless, this configuration has the advantage of caching due to the request time delays involved in linking data path information and the appliance for processing. On the other hand, in-band SAN appliances employ a single device for executing all the basic storage management functions namely; data path, control operations, and meta-data management (Kornfeld, 2001). This has the implication that no additional driver software is needed in the host. Also, this enhances scalability of the SAN system. However, this limits the application of in-band SAN appliances in a busy SAN since both meta-data and control operations share the same data path. Despite this, in-band SAN appliances enjoy the privilege of allowing for caching and clustering (InfoWorld, 2001). In addition, being a single device, in-band SAN appliances boast of low cost of implementation and ease of administration (Kornfeld, 2001). Therefore, both in-band and out-of-band SAN appliances have advantages as well as disadvantages. Considerations before choice of a SAN appliance should thus be based on the needs in the particular organization.

Personal Leadership Development Plan Education Essay

Personal Leadership Development Plan Education Essay The scientific analysis of leadership began by focusing on leaders themselves. The trait theory of leadership, as it is often called, was originally grounded in the assumption that some people are simply natural leaders by virtue of the fact that they have been endowed with certain characteristics not possessed by others. Since traits appeared to have little analytical or predictive value, leadership researches shifted their emphasis in the late 1940s and early 1950s from leader traits to leader behaviors as the basic unit of analysis. The investigation of leader traits has been more productive because researchers have constructed more appropriate theories, used better measures of traits, included more relevant traits, and used longitudinal data. Consequently a variety of personal attributes, such as energy level and emotional maturity have now been linked to effective leadership (e.g. Bass, 1990). Further, traits associated with socialized or learned motivational patterns, such as t he need for power and the need for achievement, have been empirically connected with effective managers. In addition, different types of skills, that is, interpersonal skills, technical skills, and cognitive skills appear to be relevant to managerial success. The cumulative traits in an individual make him/her decide the best for his future and lead for him the path of glory. The same goes for me as well as there lies some unrigged traits in me that drives me towards the development of a specific leadership plan for me, according to my inherited features. The trait of making people come to a common conclusion inherits in me, which gives me an insight as to being a strong leader. Though this trait is not dominant in me yet, but with the growth of my mind and body, I would want to work on this trait of mine to utilize the positives. Also, the art of misleading people at times, in order to get the work out, is not visibly seen in me. Therefore, the specific nuances that are required to become a complete leader is missing in my overall personality. The positives would be taken by me in all its valid respects, and the negatives would be scrolled out viciously. LEADERSHIP STYLES The path-goal model identified four distinct types of leader behaviors: 1. Supportive leadership Leaders with this style show concern for the well being and personal needs of subordinates. 2. Directive leadership Leaders with this style provide specific guidance for subordinates by setting standards of performance, scheduling and coordinating work efforts, and asking subordinates to follow rules and regulations. 3. Achievement-oriented leadership This style of leadership involves setting challenging goals, seeking improvements in performance, emphasizing excellence in performance, and showing confidence that subordinates will achieve high levels of performance. 4. Participative leadership Leaders with this style solicit suggestions and advice from subordinates and take this information into account when making decisions. The most prominent leadership style in me is of Participative. This is because the instinct of participation has always been dominant in me, which has further encouraged me to take various decisions. The art of listening to others patiently and finalizing my own opinions yet has been firmly rooted within me. Contrary to this, stands the authoritative style of leadership. This style lies on the harsher side of an individual, and therefore, an individual like me is refrained from such a style. Moreover, if there lies any possibility of me getting prone to this leadership style, I shall make sure that I utilize it to the best of my ability, without making it a bane for anyone. LEADERSHIP SKILLS Developing leadership skills is a continuous process which needs to be sharpened throughout a persons career. In order to develop my leadership skills, I will first need to take stock of my existing leadership skills, strengths and weaknesses. While doing this, what would be required of me is the consideration of the difference between leadership and management. Though the leadership skills incorporate the elements of charisma, dependability, flexibility, judgment, integrity, courage, individual consideration etc, I would like to inculcate some of the dominant skills while framing my personality plan. These skills would include the element of intellectual stimulation, charisma and individual consideration. Charisma to be quoted in a single sentence, can be defined as ones ability to entrust respect, trust and faith, which according to me, is the most required. Another pertinent leadership skill that I would like to imbibe is intellectual stimulation. It is the ability to make others working in the organization make use of facts and logic so as to extract new ways of solving problems. These elements shall make my plan of personality a worth while option. TEAM BUILDING Another trait of leadership is team building, which can prove to be a success or a failure of a leader. Team building is a catch all term for a whole list of techniques aimed at improving the internal functioning of work groups (Kreitner et al., 2002). Whether conducted by company trainers or outside consultants, team building workshops strive for greater cooperation, better communication, and less dysfunctional conflict. Experiential learning techniques such as interpersonal trust exercises, conflict-handling role play sessions, and interactive games are common. Rote memorization and lectures/discussions are discouraged by team-building experts who prefer this sort of active versus passive learning. Greater emphasis is placed on how work groups get the job done than on the job itself. Team building generally is carried out in the name of organization development (OD). The extensive use of team building appears to be justified. The element of team building is something which I personally appreciate in any individual and therefore, talking about me, the imbibing of this very power would be addressed by me further. In order to be strong leaders and in order to develop a personal leadership plan, my emphasis would be on building and leading groups. This way a sense of team would be visible in my skills, in turn making me a perfect leader. COMMUNICATION The issue of communication is vital for the successful functioning of any organization. All organizations normally establish formal mechanisms and processes of vertical and lateral lines or channels of communication to provide the means by which information, facts, ideas, proposals, emotions, feelings, opinions and problems can be exchanged. According to Kelly, the term Communication may be defined as the field of knowledge which deals with the systematic application of symbols to acquire common information regarding an object or event. Communication and information feed the quality of all human relations in organizations. Good communications underlie good relations and exchange the general quality of working life, motivation and morale. Bad and inadequate communications lead to frustration, and enhance feelings of alienation and lack of identity and unity. Choosing the right kind of communication is crucial in forming a leadership plan and it depends a lot on the culture of a region. My communication style depends partly on whether the addressees make a high or low contribution in the communication process. My communication style is more participative as I belong to a culture in which there is more of a democratic style of functioning. The style of communication also depends on whether a culture is individualistic or collective. Since there are some traits of collective culture, therefore, my emphasis is more on the group achievement, rather than on the individual achievement. The leadership skills primarily incorporate the element of communication, which in turn exhibit the vital ingredients that are necessary to be referred while communicating with an individual. I would certainly like to acquire some of the pertinent communication skills that would make me a jack in the field of leadership. These skills would incorporate the tinge of activeness and vigor to impress the one standing on the other side. Another important communication skill that I would like to imbibe is the ability to convince the other. This would make several doors open for me while planning my steps in the development of the leadership plan. II. STRENGTHS AND WEAKNESSES My utmost and peripheral strength is my ability to work hard. Hard-work and perseverance are considered the most vital elements for gaining an upper hand on the other individual. While developing the leadership development plan, the foremost thing that I shall adhere to is gathering my strengths together and making the best possible use of it in my career. My ability to lead shall make me more eligible for succumbing to the development of my leadership development plan. The only way to lead in life is therefore, to accumulate all the hidden strengths and wave off all the imbibed weaknesses, which spoils the entire plan in a go. Being a bit of short tempered, I tend to lose my patience at times. This can prove to be a very negative trait of mine while developing my leadership plan. Therefore, in order to become a successful leader, I would have to eradicate this flaw or weakness of mine and work on the further inevitability of the same. This shall make the whole process of developing a plan reach the set targets. Patience is said to be the key of success, therefore, this trait would be duly inculcated by me in its set limits. III. PERSONAL GROWTH AND DEVELOPMENT CONTENT THEORIES OF MOTIVATION The earliest content theory of scientific management was pioneered by Frederick W. Taylor, Frank Gilbreth and Henry L. Gantt. The scientific management theory of motivation considered money to be the only incentive. Subsequent theories began to consider factors such as working conditions and work security to be incentives. Still later, the possibility of satisfying higher level needs or motives also came to be considered as incentives. Examples of such needs are: the needs for esteem and self- actualization, identified by Maslow; responsibility, recognition, achievement and advancement as proposed by Herzberg; and growth and personal development as identified by Alderfer. The most popular extension and refinement of Maslows theory of needs is the one proposed by Alderfer (1972). While Maslows model was not developed specifically for work organizations, Alderfers theory attempted to establish a conceptualization of human needs that are relevant to organizational settings. In extending Maslows theory Alderfer argued that the need categories could be grouped into three more general classes: Existence, Relatedness and Growth. Under the content theories of motivation, Maslows hierarchy of needs goes best with my actual self. The five step needs are essential for any individual to survive. In order to form a leadership development plan, the scope of motivation must be wide and diverse. To begin with, the physiological and safety needs are the foundation that makes me stand stiff towards the commencement of leadership plan. Furthermore, the love, esteem and self actualization needs stand erect in strengthening my base and applying such a theory in my practical life to grow higher. Also, Alderfers ERG theory of motivation plays a great role in growing higher and leading high. This will help in developing a synchronized plan of leadership for me. PROCESS THEORIES OF MOTIVATION There are three process theories of motivation namely Equity Theory, Vrooms Expectancy Theory and The Porter-Lawler Model. First proposed by Stacey Adams, the equity theory is completely based on the basic ground that people aspire to get treated fairly. The theory propounds that equity is nothing better than a belief that states that we are being treated equally as compared to the others. It also defines that inequity is just a belief that we are being treated unfairly in comparison to others. Adams describes the equity comparison process in terms of input/outcome ratios. Inputs are an individuals contributions to the organization, such as education, experience, effort and loyalty. Outcomes are what he or she receives in return, such as pay, recognition, social relationships and intrinsic rewards. Speaking about the Vrooms Expectancy Theory, Vroom (1964) presented the first systematic formulation of expectancy theory developed specifically for work situations. According to Vroom (1964) employees rationally evaluate various work behaviors. Put another way, employees will decide to apply effort to those tasks that they find attractive and that they believe they can perform. The attractiveness of a particular task depends upon the extent to which the employee believes that its accomplishment will lead to valued outcomes. Porter and Lawler extended the highly known Vrooms (1964) expectancy model. They agreed with Vroom that employee effort is jointly determined by the valence that employees place on certain outcomes and the degree to which people and their efforts will lead to the attainment of these rewards. However, Porter and Lawler emphasize that effort may not necessarily result in performance. Furthermore, they contend that the relationship between valencies and expectancies, on the one hand, and effort or motivation, on the other, is more complicated than Vrooms model suggests. When it comes on which process theory suits me, I think the Porter- Lawler method suits me the best. It webs my efforts, performance, rewards and satisfaction in a systematic queue that enhances my work motivation and makes me a more worthwhile individual. It is generally said that a happy worker is a productive worker and I personally desire to inherit the same within me. The how of motivation is explained under the process theory of motivation. The deep down cognitive antecedents are subdued in my personality, making my ladder of career taller and taller. My desire to perform in every field and extract wonderful results boosts me to apply certain elements of process theories of motivation in my very self. 5 FACTOR PERSONALITY QUESTIONNAIRE The five factors that I espouse to inhibit within me in its complete respect are the elements of neuroticism, extraversion, openness to experience, conscientiousness and agreeableness. The quality of extraversion is deep seated in my personality but as and when I am progressing towards the overall grooming, I am quite inquisitive to form such a leadership development plan that brings out my inner talent and positive qualities. I would certainly go by the factors of agreeableness and conscientiousness too. This would in turn strengthen my plan in totality. LEADERSHIP THEORIES AND CONCEPTS There are many different leadership theories that have been developed. The first one is Leader Traits. The scientific analysis of leadership began by focusing on leaders themselves. The trait theory of leadership, as it is often called, was originally grounded in the assumption that some people are simply natural leaders by virtue of the fact that they have been endowed with certain characteristics not possessed by others. Since traits appeared to have little analytical or predictive value, leadership researches shifted their emphasis in the late 1940s and early 1950s from leader traits to leader behaviors as the basic unit of analysis. The investigation of leader traits has been more productive because researchers have constructed more appropriate theories, used better measures of traits, included more relevant traits, and used longitudinal data. Consequently a variety of personal attributes, such as energy level and emotional maturity have now been linked to effective leadership (e .g. Bass, 1990). Further, traits associated with socialized or learned motivational patterns, such as the need for power and the need for achievement, have been empirically connected with effective managers. In addition, different types of skills, that is, interpersonal skills, technical skills, and cognitive skills appear to be relevant to managerial success. The apparent failure of trait approaches to the study of leadership, by the end of the 1940s, led researchers to adopt a new focus for their work during the 1950s. Instead of personal attributes, investigators began to concentrate on leader behaviors as explanatory variables. This approach compares the behaviors of effective leaders with those of ineffective ones. Two major research projects investigating leader behaviors were initiated at about the same time. One was a research effort conducted at Ohio State University. The other was a program undertaken at the University of Michigan by Likert and his colleagues. Leadership theories though are self explanatory and inviting to plan a better development plan of leadership, yet my development plan focuses on the trait theory of leadership. This gives an insight to the different traits that are present in every individual differently, irrespective of its form and format. The leadership traits that I found to be the most tempting are leadership motivation, which implies having a desire to lead but not being hungry for power at the same time. The drive, honesty and integrity are other related traits in the trait theory of leadership, but out of all these traits, the best suited for me is the drive and cognitive ability. It insinuates me to lead in a better way, no matter how hard a circumstance I am being put in. Drive is a force that incorporates energy, initiative, achievement, ambition and tenacity and I feel all these traits are present in me, somewhere or the other, but are not yet prominent. But I shall nourish these traits within me, without any hustle and bustle. IV. CONCLUSION Hence my leadership development plan would be such that it makes me an overall groomed individual, inhibiting the leading traits of empathy, patient listener, leadership motivation, agreeableness and conscientiousness. Also, since I inherit features like extraversion, cognitive antecedents and strong determination, I would aspire to go smooth on the path of success, by droving along the aforementioned inhabitants. Group achievement is another aspect that I would be dealing with in order to form a strong place for myself in the dynamic world of leadership. My plan of leadership development would therefore be inclusive of all the positive traits and skills quoted by me above and would exclude most of the unwanted features.

ICT for Special Educational Needs Support

ICT for Special Educational Needs Support The Potential of ICT Supporting Pupils with Special Educational Needs Chapter 1: Introduction 1.1 Background Information and Communications Technology (ICT) is the use of computers in education and offers enormous potential to teachers and pupils.  There is a growing number of consistent evidence which shows that ICT can and does improve learning outcomes, particularly in the core subjects of English and Mathematics (Cox et al, 2003).  Providing high quality software is matched to the specific needs of the individual, it can act as an effective and powerful tool in learning. While it cannot replace high quality teaching, it can enhance the learning process. The application of ICT to teaching and learning can provide many benefits such as, facilitating communication, increase access to information, improve motivation, increase problem solving capabilities and enable deeper understanding of complex ideas. ICT can provide pupils with special educational needs improved access to learning and areas of the curriculum which may have been previously inaccessible. According to Westwood (2003), â€Å"The largest single group of students with special needs comprises those with general and specific learning difficulties that are not related to any disability or impairment. Estimates suggest that this may be close to 20 per cent of the school population.  These learning difficulties most frequently manifest themselves as problems in acquiring basic literacy and numeracy skills’ which impact adversely on a child’s ability to learn in most subjects across the curriculum.† (Westwood, 2003, P5) The Audit Commission reports that one in five children in England and Wales has Special Educational Needs (SEN). This includes students with serious physical or learning difficulties but also many students whose reading, writing and numeracy skills develop slowly. Special needs include conditions such as dyslexia, physical disabilities, speech and language disorders, visual impairment, hearing loss, difficulties in communication, and emotional and behavioural difficulties.   In recent years, there has been an increase in evidence that technology can help these children overcome their communication and physical difficulties, so that they can be included in lesson activities and access a wider curriculum, as suggested by the Irish body, the Education of Science Department (ESD) in The Learning-Support Guidelines (2000), â€Å"‘Interactive computer-based systems allow the possibility of individualising the educational process to accommodate the needs, interests and learning styles of individual pupils. Individualised planning is fundamental to the successful use of ICT in supplementary teaching as it is to other forms of Learning Support. The planning process would include identifying a pupil’s individual learning needs and considering how ICT might be used to meet those needs.† (ESD, 2000, P86-87) Every learner has an entitlement to all the elements of cognitive, literacy and cultural learning. This belief is generally shared by all working with learners who experience any kind of difficulty, for whatever reason.  The introduction of the national Curriculum and the Code of Practice on the Identification and Assessment of Special Educational Needs (DfE, 1994), superseded by the new Code of Practice (2002), have given teachers the opportunity to put this clearly into practice because they provide and support a curriculum for all.  It is explicit in the National Curriculum that all learners have a right to a broad, balanced and relevant curriculum, which makes it difficult to exclude any learners from this entitlement.  Stansfield (2001) believes that incorporating ICT support strategies can be advantageous in making this occur. â€Å"For learners with Special Educational Needs (SEN), the use of ICT can convert this entitlement to reality.  The National Curriculum makes clear in each subject document that ICT should be used where appropriate, to support this process.† (Stansfield, 2001, P5) The National Curriculum (1999) identifies with this and makes clear in each subject document that ICT should be used where appropriate, to support this process. Appropriate provision should be made for pupils who need to use: Means of communication other than speech, including computers, technological aids, signing, symbols or lip-reading; Technological aids in practical and written work; Aids or adapted equipment to allow access to practical activities with and beyond school (National Curriculum, 1999) In Wales, the government have recently put forward their vision for education for Wales in the 21st Century, with a far stronger emphasis on including all learners and the use of ICT to support this.  The Learning Country: Vision into Action, (DELLS, 2006) highlights the need for a learner-centred curriculum if standards are to be raised and all learners’ experiences of education improved.  The document makes clear that all learners means just that –  including pupils with learning difficulties, specific disabilities and motivation problems; those who are gifted and talented, from different ethnic/cultural groups and looked after children.   This vision was further realised and put into place through the National Curriculum for Wales 2008, further emphasising the importance of these key issues that are central to my research.  The document Making the Most of Learning (2008a) clarifies this, suggesting that the†¦ â€Å"†¦development and application of thinking, communication and skills across the curriculum for all learners, schools should choose material that will: provide a meaningful, relevant and motivating curriculum meet the specific needs of learners and further their all-round development. So that the revised national curriculum subject orders and frameworks are truly learner-centred,† (DELLS, 2008a, P4) Legislation promotes the notion that students with SEN should have access to ICT.  ICT is incorporated into the National Curriculum and therefore access should be made to a range of devices to promote inclusion.  Access devices, such as switches, keyboard alternatives, key-guards and joy-sticks can help learners with physical difficulties to use a computer, and enable them to access the same curriculum as their peers.   Pupils, who have literacy difficulties or an impaired visual disability, should also have access to enlarged texts or speech devices and equipment in order that it is possible to hear the words and text in the way that children who do not have SEN, can read without encountering any problems.  For some students technology may be the only way to ensure they can make their thoughts and needs known.  For them, access to appropriate ICT-based solutions possibly provides the only chance of participating in society and realising their full potential. Given the vital role that ICT can play in helping children with special needs to communicate and be involved in learning, it is disappointing that there is relatively little research published in academic journals regarding the use of ICT to support inclusive practice.  Many sources of information include reports from charities and policy organisations with expertise in the area of special needs.  Amongst these groups there are a growing number of small-scale case studies being undertaken (BECTA, BDA), showing the difference that ICT can make to individuals both at school and at home. Many of these case studies are powerful evidence of the potential that technology has in making a profound difference for students.  Such studies may also provide teachers with examples of the use of different types of ICT in varying circumstances, some of which may be applicable to their own students.  Hence even though these case studies may be small-scale, they can be of significant value. The promise that technology brings to education has yet to be truly implemented across all schools successfully which is perplexing due to the strong evidence that permeates throughout educational research and government policy, even though minimal.  There are clearly many obstacles or barriers for schools to progress with the successful application of ICT for supporting their learners, whether this is due to financial support, time, misguidance or even technology overload it is unclear.  Therefore I needed to carry out my own research to investigate the potential of ICT supporting pupils with SEN and share my findings with others to support the development of ICT based pedagogy.   1.2 The Research Organisation and Aims This research will set out to investigate the potential of implementing an ICT intervention strategy to support the learning and development of pupils with special educational needs.  This will be carried out by undertaking an extensive literature review of the current research and recommendations within this field.  This will then be reflected upon, in order to acquire a clear understanding of the possibilities, features and problems related to such an intervention approach.  The information gathered through the literature review will be used to inform a Case Study, focusing on how the implementation of various ICT support techniques could provide an individual pupil, with specific learning needs, improved access to the National Curriculum. In consultation with the school’s SEN team, it was decided that Pupil A would benefit from the intervention strategies, a child with mild/moderate learning difficulties who was receiving one-to-one support 15 hours a week with a Teaching Assistant.  However, shortly after initiating participant training, pupil discussion and implementation of the intervention strategies adopted, an unexpected problem occurred with the whole Case Study.  The parent of Pupil A had been offered a new job which meant that the family had to move out of the area and the school – the research site.  Therefore, the discussion process got underway once more, in the search for a pupil who would benefit from such an intervention process, while being supportive to the research study. I finally decided upon inviting Pupil B to take part in my study, due to the similarities in the difficulties experiencing access to the curriculum as with Pupil A.  Pupil B has been diagnosed with Dyslexia and is currently receiving 15 hours of support per week and is located in the same class as pupil A, therefore the class teacher could still participate. Coupled with this similarity of circumstance for selection, was a point made within Pupil B’s Occupational Therapy Assessment Report (Appendix 10), specifying the recommendation for an ICT intervention strategy in order to support the recording of his thinking and learning. â€Å"As a Year 5 pupil it is important for ****** ‘s long-term recording needs to be developed to permit speed and endurance in order for him to devote his attention to content of work i.e. sentence construction, punctuation, etc.  Development of IT skills and a measured approach to written recording is therefore recommended.† (Appendix 11) This proved to be an ideal solution for the research, though more importantly for the pupil’s needs.  The Pupil Profile section within Chapter 4 highlights the main issues regarding Pupil B’s learning difficulties and the nature of support he requires due to his dyslexia.  Keates (2000) explains that one of the main groups of people with Special Educational Needs who could potentially obtain many benefits from ICT is those with dyslexia. â€Å"Dyslexic pupils face some difficulties in the school including problems in the processing of sound and note-taking. ICT gives access to the curriculum of the subject being taught for dyslexic pupils. Dyslexic pupils often respond positively and quickly to using computer systems, fast realising the support, facilitation and access to a learning environment that ICT affords them.† (Keates, 2000, P4) These are the main reasons for the focus on Dyslexia within this research and the selection of a pupil for the Case Study who possesses this condition. Therefore, coupled with the time frame available and considering the nature of the research site, this selection was deemed the most feasible, in respect to gauging any effect on standards and ability levels through the inclusion of ICT intervention strategies.  In order to measure any improvements a series of pre-test and post-tests will be carried out and comparison made.  Through this approach, an analysis of reading, writing and spelling will be undertaken, which are the main concerns highlighted within his Individual Education Plan and SEN statement. When considering all of these issues two questions were generated in my head which became the Key Research Questions, which act as a guide and focus. Key Question 1: Why adopt ICT in Learning Support for pupils with Special Educational Needs? Key Question 2: How can ICT encourage and facilitate teachers and peers engagement in supportive learning, in a more productive way than might otherwise happen?   These questions are considered throughout the whole research and are reflected on when considering recommendations from literature in the field, examined and discussed within the following Chapter 2.  The research methodologies adopted throughout this inquiry are described in detail in Chapter 3.  While Chapter 4 provides a detailed report of the Case Study carried out with specific reference to the overriding research questions. Finally, Chapter 5 contains a presentation and analysis of the findings exposing the successful outcomes and issues arising from the Case Study.  Conclusions are related and compared with that of claims made by literature within the field in order to justify inferences.  The concluding chapter also offers recommendations for further research and intervention processes for implementing ICT strategies for supporting pupils with SEN. The Potential of ICT Supporting Pupils with Special Educational Needs CHAPTER 2: Literary Review Technology and Pedagogy 2.1 Introduction Although the use of ICT in mainstream education has its origins in the 1970s, it has only been in recent years that the government has identified the importance of and paid special attention to the use of Information and Communications Technology (ICT)  in Special Educational Needs (SEN).  Investment in ICT and the development of policy and practice in meeting SEN requirements have created unprecedented opportunity for the inclusion of all pupils in meaningful learning experiences. This recent and welcomed emphasis on inclusion, coupled with the ever-advancing technologies, have stimulated much interest in using various ICT applications for both individualised learning and for integrating pupils with disabilities into a mainstream school environment.  This chapter provides an overview of some of the issues regarding teaching and learning with technology to support SEN, while exploring the polarized opinions that run through research and literature within this field and the possibilities which these two merging areas within education can provide an individual learner. Davitt (2005), suggest that even though for many decades educationalists and ICT specialists have advocated the potential benefits of using ICT to support and extend learning opportunities, both in mainstream and special education, it is only in recent years that research in this field  is beginning to gain substantial momentum.  Underlying this faith in ICT, whether acknowledged or not, are clear assumptions about the way in which children learn and the attributes of ICT.  The learning theories that are core to most ICT learning to date are considered by Jones and Mercer to, â€Å"†¦embody a strongly individualistic conception of learning which has dominated learning theory and educational practice in this field† (Jones and Mercer, 1993, P19) Many writers have extolled the benefits of using ICT in a learning environment with SEN, suggesting that technology can act as a great equaliser in overcoming or compensating for differences among learners. See, for example, the Code of Practice on Special Educational Needs (DfEE, 1998a), the Green Paper on Special Educational Needs (DfEE, 1997) and the SEN action programme (DfEE, 1998b) which recommends that; â€Å"There will be more effective and widespread use of Information and Communications Technology to support the education of children with special educational needs, both in mainstream and special schools† (DfEE, 1998b, P26) This idea has important implications for learners with disabilities and special educational needs because it suggests that technology can help create the conditions for equal opportunity to learn and equal access to the curriculum for all.  The appeal of technology as an equaliser for learners with special educational needs is borne out in the many materials that have been developed to address special educational needs.  In particular is the formerly National Council for Educational Technology (NCET) now British Educational Communications and Technology Agency (BECTA), who provide a range of information to help identify technologies to aid the learning process of pupils with special needs.  BECTA are the body advising the government on the use of technology in education and published a compendium of research findings entitled ‘IT works!’ (See Appendix: 1) The report made as many as 27 assertions with supportive references from research, however, the assertions made here may need to be seen in the context of a government trying to re-affirm and justify a belief in the educational potential of new technologies.  Nevertheless, they can offer a useful starting point for a discussion of the potential of ICT to enhance pupils’ learning. Professional magazines and trade shows also offer a dazzling array of devices and programmes covering all areas of the curriculum and all types of learning difficulties.  For example, the official magazine of the UK’s National Association for Special Educational Needs, ‘Special’, contains an ICT guide as a regular feature.  This feature explores a range of issues from reviews of programmes to the skills that teaching assistants need to support learners.   It covers all types of learning with technology for all kinds of learners.  Many ICT hardware and software developers such as the Semerc group currently provide training for teachers and support workers to develop their professional practice and provision for pupils with SEN requirements who use their product. 2.2 The Information Supermarket Highway The plethora of available information, software titles and hardware strategies covered under the heading ICT and SEN can be daunting.  In the pressurised world of teaching, there is little opportunity to think critically about what is available or how it should be used and would this best match an individual pupil.  In a review of the instructional effectiveness of technology for pupils with SEN, Woodward et al. (2001) examined the research on software curriculum, specifically designed for pupils with such needs.  They identified a number of design variables thought to affect academic outcomes for pupils with SEN, such as the type of feedback, visual quality, practice, strategy instruction, assessment and motivation. Woodward et al. found that there are no simple answers to the question of effectiveness: â€Å"simply because a program or approach has been validated by research does not necessarily mean it will be used as intended in practice† (Woodward, et al, 2001, P21) The rhetoric accompanying new technological devices in education, and particularly special education, seems to have been very influential, confirming new ways of thinking and talking about teaching and learning.  However, there still prevails a lack of clarity, understanding and application of technology being used to its full potential throughout the education system.   The culmination of grandiose and radical suggestions prominent in commercial slogan and catchy advertisements that are attractive to the educational eye, maybe responsible for our previous lack in informed purchasing, the appropriate matching of resources and effective teaching with the aid of technological resources to promote and maximise the learning of all pupils.   Many government papers are littered with the evidence of mismatched spending and resources for learning, that has resulted in missed opportunities, depleted tax payers finances, and a waste of genuinely keen practitioners time and efforts to provide improved services to their learners and an increased possibility of teachers becoming switched off from the possibilities of ICT enhancing teaching and learning.  The Scottish Government’s paper on Education and Disability (2002) provides a perfect example of this detrimental situation within their plan to improve access to education for pupils with disabilities. â€Å"Through the National Grid for Learning, new computers and networks are being installed in schools across Scotland to allow pupils to benefit from the use of ICT in learning. At the moment, various service providers are being contracted to install the network, but some pupils with disabilities are unable to use these computers for a variety of reasons.  Therefore, as part of their accessibility strategies, responsible bodies should make certain that contracts for any future supply of computers or upgrade of existing stock ensure that the computers (and associated furniture) are accessible or can easily be modified to be accessible to pupils with disabilities. (Scottish Executive, 2002, P 17, 47–48, www 12) What is clear from this financial miscalculation and poor organisation is that the LEA services should be providing schools with the appropriate information for purchasing ICT software and hardware.  Schools should make critical assessments on their ICT requirements in terms of what they want it do, who it is for and what are the expected outcomes from the resource.  Merely placing a PC in a classroom is not going to improve the learning experience for pupils.  Many factors have to be taken into consideration in order for the inclusion of technology to be successfully applied to pedagogy. 2.3 The Technological Pedagogical Debate In early 1998, the Department for Education and Employment (DfEE) responded to the claims made for ICT by publishing a set of criteria to form an integral part of Initial Teacher Training (ITT) courses stating that: â€Å"ICT is more than a teaching tool. Its potential for improving the quality and standards of pupils’ education is significant. Equally, its potential is considerable for supporting teachers, both in their everyday classroom role, for example by reducing the time occupied by the administration associated with it, and in their continuing training and development† (DfEE 1998, P17) This pressure on teachers to assimilate ICT in their work can, therefore, to some extent be seen to be predicated by an acceptance of the claims made in support of the educational potential of ICT.  The potential of ICT to liberate users from routine tasks and empower them, for instance, to focus on the creative and cognitive rather than procedural aspects of writing or to make accessible vast amounts of information is to some extent reflected in the National Curriculum Orders for Information Technology, which emphasise the capabilities of communicating and handling information in various forms. â€Å"Schools should provide opportunities, where appropriate, for learners to develop and apply their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas and by using a wide range of equipment and software.† (DELLS, 2008b, P6) There are clearly strong claims to be made for ICT, but to view ICT as the solution to the educational challenges we face purely by virtue of its sheer existence, is misguided.  The success of ICT use depends on our familiarity with good practice firmly rooted in an understanding of how pupils learn and our reflection on optimal environments of ICT use as bases for pedagogic innovation beyond the assimilation of new technologies into prevailing traditions of classroom practice.  In view of the fundamental changes to our concept of knowledge, the learning process, the role of the teacher and human relations more widely brought about by ICT use, we need to go beyond doing the things we have always done, albeit with the help of new technologies. The core aim of the 1998 DfEE ITT for ICT was†¦ â€Å"†¦to equip every qualified teacher with the knowledge, skills and understanding to make sound decisions about when, when not, and how to use ICT effectively in teaching particular subjects†. (DfEE 1998, p. 17) In my view this aim requires a basic familiarity or relationship with learning theories and the findings from educational psychology as otherwise there is a real danger that the implementation of the computer activity may too easily encourage a distancing of teacher involvement; or as Crook (1994) suggests,   â€Å"†¦a dislocation from the normally rich context of class-based activity and discussion†. (Crook , 1994, P18) Whilst acknowledging the fundamental impact on traditional pedagogical modes, it is important to emphasise how the effectiveness of new technologies in the learning process depends on the ‘centrality’ of the role of the teacher in rendering pupils’ experiences with technology coherent, by embedding them in a context of interpersonal support.  The role of the teacher, therefore, remains pivotal, such as in identifying appropriate learning outcomes, choosing appropriate activities and structuring the learning process.   In their analysis of the contribution new technologies can make to teaching and learning, Gregoire et al. (1996) provided the following with respect to student learning: New technologies can stimulate the development of intellectual skills New technologies can contribute to the ways of learning knowledge, skills and attitudes, although this is dependent on previously acquired knowledge and the type of learning activity New technologies spur spontaneous interest more than traditional approaches Students using new technologies concentrate more than students in traditional settings These positive images are, however, balanced by two further observations of genuine significance: The benefit to students of using new technologies is greatly dependent, at least for the moment, on the technological skill of the teacher and the teacher’s attitude to the presence of the technology in teaching. The skill and this attitude in turn are largely dependent on the training staff have received in this area (Gregoire et al., 1996, P18, www10) Despite the over deterministic inference behind some of the statements, Gregoire et al. (1996) are sounding a warning that technology itself is not a panacea, and that without skilled application by the teacher its benefits may soon recede. The crucial element remains the way in which the technology is incorporated into pedagogical patterns and this is in turn dependent upon the impact it has on the personal theories of the teachers deploying the technology in their classrooms.   2.4 Scaffolding Learning Using ICT Collis et al. (1997) argue that the within a technological approach to pedagogy, the scaffolding role of the teacher is crucial, however the potential of ICT is exploited infrequently due to effective implementation of techniques being heavily reliant on the teacher providing the appropriate support for learning.  Regardless of the suggested gains from any type of technological tool, it is when the teacher supports and guides learning that these benefits are maximised (Waller, 1999).   The computer does not enhance the learning experience unless teachers incorporate ICT very carefully into the curriculum.  The role of the teacher is highly significant in the structure and outcomes of ICT based activities.  The teacher guides and directs the pupils learning through structured planning, organising the activity, interventions during the learning process and the ways pupils apply their ICT skills within various contexts. Mercer and Fisher discuss Bruner’s (1997) idea of ‘scaffolding’, where they suggest teachers need to be reflective and mindful of how they structure learning experience that require the use of technology to support pupil learning. â€Å"If we can describe and evaluate the ways that teachers attempt to scaffold childrens learning with computers then we might be able to help teachers understand and perform their role in supporting childrens computer based activities. â€Å" (Mercer and Fisher, 1997, P210) Bruner (1978) suggests that the Scaffolding process involves the adult guiding and supporting pupil learning by building on previous understanding and abilities.  In assisting the development of pupils, educators require a clear view of learning objectives and understand that their role is to support learners enabling them to develop more independently.  The amount and type of support required will vary depending on the pupil and the nature of the task.  Tharp (1993) put forward a range of strategies that can be adopted to support pupil development through an instructional conversation, described as: Modelling Contingency management Instructing Questioning Cognitive structuring Task Structuring Feedback (Tharp, 1993, P272) According to Tharp, the most productive strategy for support is providing feedback, as this enables pupils to assess their efforts to achieve set objectives, which will be taken into consideration during the planning and participant training phase of this research. Mercer (1993) suggests that the quality of understanding, of which learners obtain through the application of ICT in the classroom, will not be controlled the quality of the technological tool applied; more accurately, it is determined by the approaches utilised to interact between the teacher, pupil and the ‘interface’.  Cook and Finlayson (1999) concur with this idea and describe the application of ICT to support learning as a joint activity, â€Å"†¦the way that learners and the learning support mechanisms of teachers, computer program and fellow group members work together so that the highest possible level of performance becomes achievable.† (Cook and Finlayson, 1999, P100)   In support of this view, Labbo (2000) indicates that relying solely on technology to scaffold learning is not necessarily going to help or maximise the potential of the learner.  Applying a model based exclusively on computer aided instruction is far from ‘authentic learning’; despite the fact that certain educationalists and politicians find this model appealing and the way forward. I believe that before decisions are made to move forward within this field there is a great necessity for further research in order to realise that the combination of technology and how it can support the reciprocal roles of the teacher and child is far more significant than the technology itself.  Arguably, it is this strong pupil-teacher relationship that requires attention and what should be central to the teaching and learning process, even when the technological tool is absent from any learning experience. 2.5 The Potential of ICT Supporting SEN ICT been used to support learners with SEN within mainstream schools for some time, under the terms of assistive or enabling technology, adapting to developments in technology and educational policy changes for learners with different needs.  In Blamires (1999) it is put forward that; â€Å"Ena

Marketing Analysis of Ecovers Current Position in the Market Essay

Marketing Analysis of Ecover's Current Position in the Market 1. Introduction The assignments mainly consists of the following parts: Firstly, an analysis of Ecover’s current position in the market. Secondly, how Ecover is changing its competitive strategy. Thirdly, consumer behaviour towards detergent. Finally, an outline for new marketing strategy for Ecover to enter the supermarket. 2. Background Ecover was founded in 1979 by Frans Bogaerts.It was a modest little detergent company in Malle in northern Belgium. Pierres Magnin a successful Swiss businessman dealing with pharmacies and health food stores, suggested Bogaerts to develop an eco-friendly detergent free of harmful chemicals (which was to be banned by the Swiss government as a part the proposed environmental regulations). Thus they entered the detergent market in Swiss and other key markets. Environmental disasters have made more and more people aware of the urgent need to protect the natural environment. 3 Marketing Audit Marketing audit give a picture of where the company is, how did it get there and where is it heading. It goes through the through the strength, weakness, opportunities and threat of the company. This analysis is called the SWOT analysis. It is divided into two major parts: External Factors and Internal Factors Strength and weakness are concerned with the internal factors and opportunity and threat are concerned with the external factors. 3.1 External Factors Here only opportunities and threats are analysed as these are supposed to be listed as anticipated events or trends outside the business that have implications for performance. These factors are not controllable by the company. Some of the factors discussed here are: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Macro environment 2.  Ã‚  Ã‚  Ã‚  Ã‚  The Market 3.  Ã‚  Ã‚  Ã‚  Ã‚  Competition 3.1.1Macro Environment Macro Environment consists of Political (P), Economical (E), Social (S) and Technological (T) factors that affect the Company. Continuous monitoring of these variables is an important marketing function. As Corporations today, Ecover is also sensitive to Macro Environmental changes. Some of the PEST factors that affected Ecover are discussed below. Political: Marketing strategy is deeply affected by political trends. Issues like new laws, regulations, change in foreign policies etc brings change to t he bus... ...entalists to recommend its products. 9.Appendix Appendix 1: Survey of consumer attitudes:   Ã‚  Ã‚  Ã‚  Ã‚  Australia  Ã‚  Ã‚  Ã‚  Ã‚  Canada  Ã‚  Ã‚  Ã‚  Ã‚  Germany  Ã‚  Ã‚  Ã‚  Ã‚  Italy  Ã‚  Ã‚  Ã‚  Ã‚  Japan  Ã‚  Ã‚  Ã‚  Ã‚  Holland  Ã‚  Ã‚  Ã‚  Ã‚  Spain  Ã‚  Ã‚  Ã‚  Ã‚  Switzerland  Ã‚  Ã‚  Ã‚  Ã‚   Pay 10-15% more for green products  Ã‚  Ã‚  Ã‚  Ã‚  69  Ã‚  Ã‚  Ã‚  Ã‚  72  Ã‚  Ã‚  Ã‚  Ã‚  68  Ã‚  Ã‚  Ã‚  Ã‚  79  Ã‚  Ã‚  Ã‚  Ã‚  42  Ã‚  Ã‚  Ã‚  Ã‚  87  Ã‚  Ã‚  Ã‚  Ã‚  85  Ã‚  Ã‚  Ã‚  Ã‚  80  Ã‚  Ã‚  Ã‚  Ã‚   Boycott others  Ã‚  Ã‚  Ã‚  Ã‚  82  Ã‚  Ã‚  Ã‚  Ã‚  -  Ã‚  Ã‚  Ã‚  Ã‚  76  Ã‚  Ã‚  Ã‚  Ã‚  79  Ã‚  Ã‚  Ã‚  Ã‚  43  Ã‚  Ã‚  Ã‚  Ã‚  74  Ã‚  Ã‚  Ã‚  Ã‚  86  Ã‚  Ã‚  Ã‚  Ã‚  75  Ã‚  Ã‚  Ã‚  Ã‚   Give up 10-15% quality for environmental safety  Ã‚  Ã‚  Ã‚  Ã‚  65  Ã‚  Ã‚  Ã‚  Ã‚  -  Ã‚  Ã‚  Ã‚  Ã‚  62  Ã‚  Ã‚  Ã‚  Ã‚  80  Ã‚  Ã‚  Ã‚  Ã‚  45  Ã‚  Ã‚  Ã‚  Ã‚  74  Ã‚  Ã‚  Ã‚  Ã‚  64  Ã‚  Ã‚  Ã‚  Ã‚  78  Ã‚  Ã‚  Ã‚  Ã‚   Pay more even if its hard to make end meet  Ã‚  Ã‚  Ã‚  Ã‚  43  Ã‚  Ã‚  Ã‚  Ã‚  -  Ã‚  Ã‚  Ã‚  Ã‚  47  Ã‚  Ã‚  Ã‚  Ã‚  65  Ã‚  Ã‚  Ã‚  Ã‚  46  Ã‚  Ã‚  Ã‚  Ã‚  46  Ã‚  Ã‚  Ã‚  Ã‚  64  Ã‚  Ã‚  Ã‚  Ã‚  64  Ã‚  Ã‚  Ã‚  Ã‚   Source: David Jobber, 1998,Princilpes and practice of Marketing, 2nd Edition. Appendix 2: Table showing Ecover’s competitors ’ market share: Market Share Competitors in Germany& Austria  Ã‚  Ã‚  Ã‚  Ã‚   More than 50% Competitors in Swiss & Germany  Ã‚  Ã‚  Ã‚  Ã‚   Almost 50% P&G and Unilever together (in 1980s)  Ã‚  Ã‚  Ã‚  Ã‚   Almost 80% Private brands (by 1990)  Ã‚  Ã‚  Ã‚  Ã‚   10-30% 10. Bibliography 1. David Jobber, 1998, Principles and practice of Marketing, Second edition. 2.Subash.C.Jain, 1997, Marketing Planning & Strategy, Fifth Edition. 3.Wayne D.Hoyer, Deborah J.Maclinns, 1997, Consumer Behaviour.

8th Fire: Indigenous in the City Analysis: One Step Forward, One Step B

8th Fire: Indigenous in the City, is part of a documentary series that describes the challenges that aboriginal people face when moving to the large cities from reservations. The documentary begins by describing the stereotypes that English Canadians as well as other visible minority groups perceive aboriginal people to be. They show how damaging the stereotypes are to the First Nations, especially in the area of education. The documentary concludes by offering a few some solutions of how to change and improve the relationship between the aboriginal community and the rest of Canada. The two main aspects of the film that I will focus my analysis on is the education system from past to present and the negative impacts it has had on the First Nation’s people as well as aboriginal stereotyping. These two themes were the most prominent topics brought up throughout the film, and while one topic was well argued and framed, the other I will argue was more damaging than educationa l. I should mention that due to my ethnicity being of aboriginal decent, Mà ©tis in particular, I was extremely critical of the film because though these issues need to be addressed publicly, if they are presented in the wrong light, it can cause more negative implications than positives. Though the film mentioned the impact that residential schools had and still has on the aboriginal people, I felt that this issue needed to be stressed further because the legacy of the schools is still extremely prominent in aboriginal communities today. The film refers to the fact that residential schools harmed the aboriginal people because they were not able to learn their culture, which has resulted in the formation of internalized oppression within in the group. â€Å"The... ...t Kids Docs Radio TV. Web. 1 Apr. 2012. . Fleras, Augie. â€Å"Aboriginal Peoples in Canada: Repairing the Relationship.† Chapter 7 of Unequal Relations: An Introduction to Race, Ethnic and Aboriginal Dynamics in Canada. 6th ed. Toronto: Pearson, 2010. 162-210. Print. King, Thomas. â€Å"Let Me Entertain You. The Truth About Stories: A Native Narrative. Minneapolis: University of Minnesota Press, 2005. 61-89. Print. Ruth, Seà ¡n. â€Å"Theories of Internalized Oppression.† Leadership and Liberation: A Psychological Approach. London: Routledge, 2006. 155-173. Print. Schissel, Bernard, and Terry Wotherspoon. â€Å"The Legacy of Residential Schools.† Inequality in Canada: A Reader on the Intersections of Gender, Race, and Class. 2nd ed. Ed. Valerie Zawilski. Don Mills: Oxford University Press, 2010. 102-121. Print.

High Schools :: essays research papers

HIGH SCHOOLS SHOULD BE HI TECH The world is becoming more and more "hi tech" and high schools should keep up. High school should be taught on computers because it would save paper, it would save time, and school supplies would be lighter. The first reason high school should be taught on computers is because it would save paper. If textbooks were on computer disks then trees around the world would be saved. This would make our environment much greener and species that are endangered in the rainforest would be saved. If classes were taught on computers, notes on paper would not be needed. This would save more trees. To sum up, high school should be taught on computers because it would save paper. Another reason that high school should be taught on computers is that it would save class time. Students would not need to flip pages in their textbooks or notebooks to find something that they need. All they would have to do is simply click on a file. Because time is saved, the teacher will be able to fit more information into the lesson for the day. In other words, high school should be taught on computers because it would save class time and more information could be fit into the lesson. As well as saving paper and saving time, high school should be taught on computers because school supplies would be much lighter. A lightweight disk would be much easier to carry unlike having an enormous textbook to drag around all day. Students occasionally develop back problems as a result of the heavy backpacks they must carry.