Supply Chain Management of Square Pharmaceutical

Supply chain management (SCM) is the oversight of materials, information, and finances as they move in a process from supplier to manufacturer to wholesaler to retailer to consumer. Supply chain management involves coordinating and integrating these flows both within and among companies. It is said that the ultimate goal of any effective supply chain management system is to reduce inventory and Communication is the transmission of information from one group or individual to nother.Business communication is very essential now days to make contacts with people and for trading. Whenever a business wants to make a good business proposal or introduce a new concept, communication plays a very big role. Communication also helps in the conveying of message among the different employees or customers of the organization. Communication helps to direct employees to attain their goals without any misunderstanding or confusion. This paper discusses the different roles of supply chain management, d ifferent role & ways of supply chain management .The studye also tried to find out what is the roblem and shortage of SQUARE's supply chain management system to improve themselves. Keywords: Supply chain, Operations process, Distribution policy, communication process, Forecasting, Planning *Economic Editor, Daily Ittefaq and Adjunct Faculty, Atish Dipankar university of Science and Technology Introduction goal of any effective supply chain management system is to reduce inventory (with the assumption that products are available when needed).As a solution for successful supply chain management, sophisticated software systems with Web interfaces are competing with Web-based application service providers (ASP) who romise to provide part or all of the SCM service for companies who rent their service. flow The information flow The finances flow SQUARE today is a name considering Pharmaceutical world, as well as synonym of quality- be it toiletries, health products, textiles, Agro Vet pro ducts, information technology and few more.But in the year 1958 ,the company was originally started with Pharmaceuticals. Now that small company of 1958 is a publicly listed diversified group of companies employing more than 12,000 people. The current yearly group turnover is more than 300 million USD. All these were possible due to Samson H Chowdhurys innovative ideas, tireless efforts, perseverance and dedication with self confidence which contributed to his successful achievements.The product flow includes the movement of goods from a supplier to a customer, as well as any customer returns or service needs. The information flow involves transmitting orders and updating the status of delivery. The financial flow consists of credit terms, payment schedules, and consignment and title ownership arrangements. There are two main types of SCM software: planning applications and execution applications. Planning applications use advanced algorithms to determine he best way to fill an orde r.Execution applications track the physical status of goods, the management of materials, and financial information involving all parties. Some SCM applications are based on open data models that support the sharing of data both inside and outside the enterprise (this is called the extended enterprise, and includes key suppliers, manufacturers, and end customers of a specific company). This shared data may reside in diverse database systems, or data warehouses, at several different sites and companies.By sharing this data â€Å"upstream† (with a company's suppliers) and â€Å"downstream† (with a company's lients), SCM applications have the potential to improve the time-to-market of 2 products, reduce costs, and allow all parties in the supply chain to better manage current resources and plan for future needs. Increasing numbers of companies are turning to Web sites and Web-based applications as part of the SCM solution.A number of major Web sites offer EProcurement mar ketplaces where manufacturers can trade and even make auction bids with suppliers. Basic research question of the study is whether Square Company as a whole can manage supply chain properly? Definition Of Communication Or Sharing Information A modern communications system is first concerned with the storing, processing and sometimes storing of information before its transmission.The actual transmission then follows, with further processing and the filtering of noise. (KENNEDY, 1998) Communication must include both the transference and understanding of meaning. (ROBBINS, 2003). Communication is the transmission of information and meaning from one individual group to another. (GUFFY, 2000). the receiver is decoding the idea or concept. Therefore without feedback no communication will happen or exist. (HUSSAIN, 2005) We said communication is â€Å"how we share any information with others†.So, we can define communication as a transfer of meaningful message to the receiver with th e hope to receive a feedback. AN overview Of SUPPLY CHAIN MANAGEMENT Supply Chain Management as a concept has been widely accredited to a Booz Allen consultant named Keith Oliver who in 1982 defined the concept as follows: â€Å"Supply chain management (SCM) is the process of planning, implementing, and controlling the operations of the supply chain with the purpose to satisfy customer requirements as efficiently as possible.Supply chain management spans all ovement and storage of raw materials, work-in-process inventory, and finished goods from point-of-origin to point-of-consumption†. This seems to be the earliest published definition and therefore places the concept of Supply Chain Management at approximately 26 years old. We can see that â€Å"Supply Chain† without the â€Å"Management† is referenced in the definition, so we know that the general idea of a supply flow through a business was recognized prior to Olivers definition.What Oliver really captured w as the conscious and deliberate control, integration, and management of the business functions contributing to, and affecting that supply flow hrough the business, for the purpose of improving performance, costs, flexibility etc, and for the ultimate benefit of the end customer. 3 The concept has been defined in simpler terms since that time and is often captured with five words: Plan, Source, Make, Deliver, and Return.Both of these definitions allude to a manufacturing origin but of course Supply Chain Management is as relevant to service, retail, distribution, and most other types of companies as it is to manufacturing. The area of Supply Chain Management has enjoyed a meteoric rise in significance over the last twenty to thirty years as businesses have tried to establish dvantage, and felt the pressure to keep up, in an increasingly homogeneous and competitive global business environment. Japanese manufacturing companies brought great emphasis to the area of Supply Chain Manageme nt in the 1980's and early 1990's.Awareness of Supply Chain Management tools such as â€Å"Just In Time† and â€Å"Kan Ban† spread rapidly and became globally accepted best practice amongst volume manufacturing businesses. Western businesses raced to keep pace with a rapidly changing environment, dragging their supply bases, and sometimes employees behind them. At the same time companies like SAP and Oracle were eveloping the complex IT systems that would be essential for enabling large complex businesses to effectively integrate and managing the sub areas that combined to make complex supply chains.Of course the elements of Supply Chain Management have always existed in business. What changed was the willingness of businesses to recognize the inter- coordination and integration, both from a strategy / planning perspective and operationally. The sub areas comprising a supply chain include: Forecasting/Planning Purchasing/Procurement Logistics Operations Inventory Manag ement Transport Warehousing Distribution Customer Service Today, Supply Chain Management is an accepted term in our business glossary. However, it is difficult to find a standard model of Supply Chain Management operating in the business community.We continue to see variations on the theme. Some business will refer to and manage their supply chains in a coordinated and all encompassing fashion, including all of the sub areas defined above. Others will integrate some elements of the supply chain, for example purchasing and logistics and call this Supply Chain Management. Many will refer 4 conceptually to Supply Chain Management, but only address it specifically at the eneral management level. One area of confusion arises because Supply Chain Management is both a horizontal business function (i. e. anaging the supply chain in a business), and a vertical industry sector (i. e. businesses involved in managing supply chains on behalf of their clients). A company like TDG operates as a su pply chain services provider, within the vertical supply chain industry sector. But each of the clients serviced by TDG will employ supply chain staff within their business operating on a horizontal basis across their organization. The â€Å"supply chain industry' sector as the vertical is often eferred to, is largely restricted to transport and storage type operations.Distributing products on behalf of clients. Whereas, the horizontal supply chain functional areas encompass the entire supply chain spectrum across a business. Supply Chain Management has matured from a compelling method of deriving competitive advantage, to a â€Å"ticket to ride†. Its is now a baseline expectation for any company wishing to compete in the 21st Century, and with that the professions and occupations comprising Supply Chain Management are now firmly entrenched in the armory of essential business executives.The sub areas comprising Supply Chain Management are defined further below: Forecasting / Planning All business needs to forecast and plan. To look forward and predict what will be required in terms of resources and materials in order to deliver their product or demand planning, inventory planning, capacity planning etc Purchasing / Procurement The commercial part of the supply chain is purchasing. Otherwise it's known as Buying or Procurement. This is where a business identifies suppliers to provide the products and services that it needs to acquire in order to create and deliver its own ervice or product.Costs and terms of business are negotiated and agreed and contracts created. Thereafter the suppliers' performance and future contractual arrangements will be managed in this area. This area of the business is sometimes referred to as purchasing, sometimes, procurement, buying, sourcing, etc. However, all titles relate to the acquisition of materials and services. The difference between purchasing and procurement is largely academic as, whilst there is a theoretical d ifference between them, businesses use the titles interchangeably for the two variations of activity.You will for example find manufacturing companies with purchasing departments that are actually doing procurement roles, and you will find service based organizations with 5 procurement departments but in fact doing purchasing roles. In its strictest definition purchasing is limited to the actual commercial transaction and no more, whilst procurement includes the wider elements of the acquisition, including logistics and performance management. In its strictest definition logistics refers to the movement of goods or materials, whether inbound, through, or outbound.In some manufacturing businesses orecasting and planning will be found within a logistics department, in other businesses logistics will be exclusively managing the movement and transportation of goods and materials. Operations are a general management type activity ensuring that a business uses its resources effectively to meet its customer commitments. Usually referring to the conversion activity of the business, i. e. the point where the acquired resources and/ or materials are converted into the product or service that the business is selling on to its customers.Sometimes found within Logistics Management, or Demand Planning or Operations, Inventory Management typically takes responsibility for both the replenishment of physical stock, the levels of physical stock, and of course storage and issue of physical stock. Stock may be materials and goods sourced from suppliers, work in progress, or finished goods awaiting sale/dispatch. Transport management can involve the control of a company owned fleet of vehicles, collecting, moving, or delivering materials and goods, or managing transport services sourced from a 3rd party transport provider.Like transport management, warehousing can involve the control of company arehouse space, or managing warehouse space sourced from 3rd party providers. 6 Distrib ution involves the physical distribution of the company's products to the sub- distributor or directly to the customer base. Typically this is a combined transport and warehousing operation, responsible for storing and delivering products to meet the customer's needs. Again this combined activity will often be placed with a 3rd party service provider who will control and implement the processes.Most people do not recognize customer service as part of supply chain management, but it is in fact the final piece in the Jigs aw. Having taken the business inputs, created and delivered a product or service, the final element is to check that the customers expectations were achieved, and manage any actions necessary to meet your customer obligations and commitments. Supply Chain Management System In Square: For any organization supply chain management communication process is very important.

American Jews and their religion

The word Jew is used in a number of ways, but generally refers to a follower of the Jewish faith, the offspring of a Jewish mother or someone of Jewish origin with roots to Jewish culture or ethnicity. A combination of all these attributes make one a better Jew. Jews are an ethnic group who refer themselves as a people and members of a nation descending from ancient Israelites including those who joined their religion at various times and places. This term is associated with the split of the kingdom of Israel between the northern kingdom of Israel and the southern kingdom of Judah.Of late, the term is used to refer to those Jews actively practicing Judaism and those, although not practicing Judaism as religion still refer themselves as Jews by virtue of their family’s Jewish heritage and their own cultural identification. Judaism as the Jews popular religion has many characteristics, of a religion , a nation, an ethnicity and a culture, making the definition of who is really a Jew vary slightly depending on whether a religious or national approach to identity is used.As he popular religion among the Jews, Judaism guides its adherents in both practice and beliefs, it has therefore been called a religion and also a way of life. It is due to this reason that the difference between Judaism, Jewish culture and Jewish nationality is very thin. Many times and places such as contemporary United States and Israel, cultural practices have cropped up that are characteristically without being religious at all. These practices have been brought about by factors like interactions of Jews and others around them, the Judaism it self and even from the inner social and cultural dynamics of the community,Jews have been subjected to countless mistreatments all over the world leading to their migration from their original homeland e. g. the famous holocaust led by Adolph Hitler and his Nazi regime in German. These mistreatments, which led to their regular migration, have sha ped Jewish identity and Jewish religious participation in many ways. Jews also have a number of ethnic divisions, which includes, the German based Jews, the Spanish – Portugal Jews, Gruzim, and American based Jews, Telegu of India and Buchanan Jews of central among many others.Due to the above-mentioned mistreatments, Jews migrated to many places of the world. Today the Jews in Diaspora make up a large number of the total Jews of the world with United States having 5. 5 million Jews (Jewish people policy institute). The effects of conditions of â€Å"freedom† to Jews in general The book, Social foundation of Judaism by Calvin Goldscheider and Jacob Neusner chapter 8 pages 114 to 145. The social crisis of the freedom seeks to answer the question about the ways in which condition of freedom affects Jews as a group.This book talks about the migration fro Europe origin of (German, Poland and Russia) to thaw United States of America. From the introduction part a number of t his migration. The Jewish immigrants to US firstly settled in enclaves in large cities. This is because they considered themselves as nation within other nations and with time, they would one-day return to the holy land with the coming of the Messiah (Neusner, 125). The first immigrants’ to US formed the first generation of Jews. This first generation was characterized by the speaking of the Yiddish language and limited occupation.The second-generation embraced the notion that Jews like other immigrants must become American and therefore this prompted the de-judaization of all its children. This de-judaization brought about the definition of life as a set of contrasts between ways of Jewish ways of living and everything else on the other side. The second generation did not need schools or youth groups to explain what being a Jew meant instead two educational instruments i. e. memory and experience (Neu, 118). The third generation was contesting to the second generation since they tried to remember what the second generation had wanted to forget.The Jews were affected the anti-Semitism which was taking place around the world and they were made to learn on how and why they were Jews (Neu, 119). The renaissance of articulated and self-conscious Jewish ness along with the renewed search for Judaism was reignited by first, the rise of the state of Israel. The discovery of holocaust and lastly the resurgence of ethnic identification among the grandchildren of immigrant generation. The freedom of Jews was conditional and not only to Jews living in other nations but also Jews living in the homeland of Israel.In 1967, Jews of Israel were threatened by war from the Arab neighbors (pg120). This war popularly known as, the war of â€Å"all ageist one†. Jews all over the world lived under great because experiences of Jewish persecution especially during the holocaust were still fresh in their minds. Worst still the international community seemed not to interf ere to offer any avenue for escape. The effect of all the above freedom conditions led to the assimilation of the Jewish culture and Judaism to cultures of the respective nations offering asylum.The Jewish method of worship changed drastically with new generation members choosing on whether to remain loyal to their Judaism religion or to be loyal to the Jewish culture. In classical Judaism every member of the Jewish culture was expected to live a holy life; saying prayers, learn more about the traditions and do good deeds but. due to conditional freedoms all this changed, with the only requirement of being a Jew being just joining an organization but not personally to effect its purpose (Neus, pg 121) therefore it can be said that as a result of this freedom modernity has overtaken Jews.Even the powers and responsibilities of rabbi have changed from administrators to strictly religious (pg123) rabbi who was formerly a judge, administrator and a holy man has now been left with duties of presiding over religious ceremonies like marriages and funerals. Another very conspicuous effect of conditional freedom was the reconsidering of women as rabbis. Generally, the overall effects of condition of freedom have led to the entry of western European Jews into the society of other nations among which they had lived for generations.This has resulted to the question, what is Jew? Who is Israel? What makes a person a Jew? Are the Jews a religious group? Are they a people or a nation? Thus conditions of have condemned Jews into lingering crisis of group identity (pg125). What is of more importance to America Jews, religion or ethnicity. From the book, it is very clear to me and any other reader of the same book that American Jews like their other counterparts in Diaspora are much more obsessed with ethnicity than religion. This argument can be made meaningful by first defining these two terms.Whereas religion is defined as a set of beliefs and practices, often centered about reality and human nature and often conditioned as ritual or religious law. Ethnic group on the other hand is a group of human beings who identify with each other, usually based on perceived common genealogy or ancestry. Jews whether in US or whichever place initially considered themselves as â€Å"Israel† the people to whom torah had been revealed, now living in exile from their homeland. (pg124). Judaism was their religion.When they came to US, they practiced this religion with utmost faithfulness since wanted to assert they both spiritually and religiously to their newfound society. The classical Judaism demanded that all men and women conform to the will of God. No one was exempted from from following the holy way of living (pg121). Every one was under obligation t observe the Sabbath, say their prayers individually in other words t be a Jew demanded one to perform a hundred holy actions every day. Contrastingly, in modern America to be a Jew requires only to join an orga nization and only be submitting monetary contribution.These funds are used to lure professionals who carry out the duties of the organization. This has prompted the birth of what preachers call â€Å"check book Judaism†. The formation of thse orgaiztions tends to obliterate the effective role of an individual. People join these organizations because they have been convinced that what â€Å"Judaism† expects of them. Jews in America seems to have lost touch with their fathers. His is because initially they saw themselves as anything but holy, they interpreted the things that make them Jewish negatively. They therefore seem to have forgotten why they came into being (pg126).All these differences in their religious approach have been brought abut by modernity. This modernity has been catalyzed by necessity and choice due to the Jews not looking back to inculcate long time virtues. It is true that modern Jews n America are eager to be Jewish – but not too much so. Th ey continue to confront a crisis not merely of identity but commitment, for they do not choose to resolve he dilemma of separateness within an open society (pg127). Of importance to them is that they are standing in the threshold of a long period assimilation into modern culture and facing a lingering identity crisis.The importance of ethnicity to Jews is confirmed by their joining of Zionist movements. This movement enhanced the unification of Jews as a people whose foundation lies in the unity of their concern for Zion, devotion to building the land and establishing Jewish sovereignty in it. Their destiny was shaped with their confirming emotional and social commitment to Jewish group hood or separateness and therefore the subsequent creation of a nation. The holy people of Israel who migrated to US because the â€Å"American Jewish community† who in the first place were unsure of what Jewish meant.This lingering crisis of self-definition, characteristic of modern men and w omen marks the Jews a utterly modern and secular and thus not religious (pg132). The archaic â€Å"holy people† has been rendered obsolete by events, its place stands rather different phenomena that manifests into Jews, a different, separate group, and they claim that difference is destiny. American Jews therefore are much engrossed with reasserting themselves in a society whereby they are perceived as a minority group. Ethnicity is what matters to them now and religion follows later. references: Social foundations of Judaism, by Calvin Goldscheiner and Jacob Neusner.

Media Law Assignment Research Paper Example | Topics and Well Written Essays - 1000 words

Media Law Assignment - Research Paper Example Bruce would minister to his father on the phone and his stepmother Edie would listen quietly. One morning Edie asked Bruce questions about Jesus and she agreed to receive Jesus. The complainant's allegation was that the newsletter had published the story online, and one of Edith's relatives had seen it. Edith Rapp claimed that Jews for Jesus falsely alleged that she had joined their organization. In the alternative, the complainant alleged that the organization had meant that she had come to believe in the philosophy, actions and tenet of Jews for Jesus. In her second amended complaint, Edith alleged among others, false light. The court at trial allowed Jews for Jesus to have the complaint dismissed, and several paragraphs to be struck from the complaint as the Fourth District court had said that the paragraphs were primarily polemical ' against Jews for Jesus. The trial court dismissed all the subsequent complaints by Edith Rapp. On appeal, the Fourth District addressed the issue of Rapp's dismissed claims. With regard to defamation, the court was of the view that the 'common mind' reading the newsletter would not find Edith an object of among others, ridicule. The court’s conclusion was communication would only be defamatory if the plaintiff was prejudiced in the eyes of "substantial and respectable minority of the community." The conclusion of the court was that the standard had not been applied. Nevertheless, the court affirmed the dismissal of his defamation claim on the basis of the community standard applicable. False light had its origin in the common law tort of invasion of privacy. William L. Prosser, a leading scholar in tort law expounded on the tort of invasion of privacy developed this area of law. Prosser's proposal was that invasion of privacy was made of four torts, which were distinct, and among them was false light. The Supreme Court found that elements of false light and defamation overlap. The Supreme Court argued that having the tes t of "highly offensive to a reasonable person" standard has the risk of preventing free speech because the conduct, which is prohibited, is not very clear. It was the court's opinion that the law of tort is meant to prevent as well as recompense wrongful conduct, then it should be clear in identifying the wrongful conduct. The court thus found the tort of false light could not pass that test. The area in which this taught differed with defamation was ambiguous and prone to a lot of subjectivity. The court found that having "highly offensive" information recognized even when a reasonable person would find it highly offensive involved a component of subjectivity. Based on the court's review of the law in Florida and other jurisdictions, it stated that it could not ignore the overlap between defamation and false light. Though the court acknowledged that in a majority of the states does recognize false light as a cause of action, what was striking was the fact that the review of this de cision revealed that no case, in which judgment was solely based on false light cause of action has ever been successful. In conclusion, the court declined to recognize false light as a suitable cause of action in the state of Florida and quashed the Fourth District's decision in reinstating Rapp's false light claim. 2. Intrusion Intrusion is based how a person from the media behaves. Intrusion thus depends less on

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The Search for Better Health - Essay Example At the start of the twentieth century, researches on this subject had been mushrooming steadily which opened ways for better health practices. One of the pioneers in this field was Frank M. Burnet (Nossal 108). Frank Macfarlane Burnet was an Australian virologist and Nobel Prize winner recognized for his contributions to the field of immunology. He conducted ground-breaking research on bacteriophages and viruses at and served as director of the Walter and Eliza Hall Institute. His virology research led to considerable impact related to discoveries on the nature and replication of viruses and their interaction with the human immune system. He was deeply involved in immunology research, more specifically in the theory of clonal selection which illustrates how lymphocytes choose antigens for destruction, which provided the experimental background for the induction of immune tolerance. His contributions in this field also set the platform for the development of protocols for solid organ transplantation and vaccination. He contributed important knowledge related to influenza research which included techniques for growing and studying the virus and hemagglutination assays. Apart from his discove ry of neuraminidase he also worked on the genetic control of virulence. He also wrote a monograph entitled "The Production of Antibodies," which was later revised with co-author Frank Fenner in 1949. This book was considered as a key publication in the field of immunology. It contained the essential demonstration of the shift on the science of immunology from a chemical point-of-view to a biological one. Furthermore, it is this work where he introduced the model of 'self' and 'non-self' to immunology. Using his concept of the said model, he formulated the hypothesis of 'autoimmunity" which is a situation wherein the body produces antibodies against its own components and consequently, the idea of immune tolerance. Through his model called clonal selection, he expanded current knowledge on immunology by proposing that each lymphocyte possess on its surface specific immunoglobulins mirroring the specificity of the antibody which will be produced later one the cell is stimulated by an antigen. According to him, the antigen functions as a selective stimulus for the proliferation and differentiation of clones that possess receptors for that antigen. Such was the impact of Frank M. Mcfarlane to the field of immunology and vaccination (Nossal 108). Epidemiological Studies on Non-Infectious Diseases Every public health organization must have extensive and up-to-date information regarding diseases and health indicators to be more prepared and armed in the dispersal of control and preventive measures. This implies the conduct of epidemiological studies which involve efficient collection and analysis of large amounts of data related to public health. Information that can be generated from this activity will be very helpful in the causal identification of non-infectious diseases and for the formulation of health programs by the local and the national government (Stroup & Teutsch 312). Epidemiological studies are based on systematic and instructive surveillance of the health of the general public which requires careful statistical analysis. To be able to establish an effective non-infectious

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Fairytale - Essay Example Trapped in a magical cave and left to die while trying to retrieve a magic lamp for the magician, Aladdin perchance rubs a ring loaned to him by the magician himself. Upon rubbing the ring, a djinni (female djinn) appears and takes him home to his mother. His mother takes the lamp still clutched in his hand off of him and tries to clean it. Immediately, a powerful djinn or genie appears, bound to do the bidding of the lamp wielder. The genie transforms the once-impoverished Aladdin’s life and eventually helps him to marry the king’s daughter, princess Badroulbadour. Aladdin starts living in a huge palace built for him by the genie of the lamp. Soon, however, the evil magician comes to know of this. He returns and tries to steal the lamp by trickery. He succeeds by fooling Aladdin’s wife, the princess Badroulbadour into exchanging the grubby old lamp for a shinier, newer one. Once the lamp is in his possession, he orders the genie to move Aladin’s palace to where the magician lives. Not being able to interfere in the magic of the genie, the djinni of the ring helps Aladdin get to the place where the magician has ordered Aladdin’s palace to be taken.

Foreign Policy Essay Example | Topics and Well Written Essays - 1000 words - 1

Foreign Policy - Essay Example Either way, there is more to consider when gauging the situation in Iraq than casualties and tax dollars. In section VI Ignatieff addresses a major issue that has divided the nation internally and raised comparisons to Vietnam. Recruitment is down and it appears that the price to preserve and spread American ideals may be too high. (Ignatieff, 2005, Section VI, par. 5). Another view presented by journalist William Greider is that Iraq is already worse than Vietnam. He believes that "the war in Iraq is different from Vietnam in one fundamental respect: A substantial portion of Americans (and others around the world) were in the streets protesting this venture before the shooting startedvirtually every element of what has gone wrong in Iraq was cited by those demonstrators as among the reasons they opposed the march to war (Greider, 2004, par. 7). While Ignatieff may not full agree with such a statement, at the very least it outlines the foundation of realist sentiment. Thomas Jefferson is introduced as a fitting reference point for the reader. His questionable morals and apparent contradictions to American freedom reflect the current situation in the Middle East. It also quickly addresses the internal struggle of idealism versus realism that is threatening to further divide the nation (Ignatieff, 2005, Section IV, par. 5). Jefferson's idealism and his legacy present a problem on a global level and is one reason for the international dissention over the situation in Iraq. Also, this Jeffersonian idealism or more specifically, later President's striving to achieve it has made the situation in the Middle East volatile and has challenged the universal of acceptance of American democracy as ideal democracy. Ignatieff suggests that Iraq and the perceived democratization of the nation is an extension of Jeffersonian idealism. He further notes that Jefferson exemplifies the contradictions that continue to plague American freedom (Ignatieff, 2005, Section I, par. 3). One other point of interest is when Ignatieff states, that "until George W. Bush, no American President - not even Franklin Roosevelt or Woodrow Wilson - actually risked his presidency on the premise that Jefferson might be right" (Ignatieff, 2005, Section I, par. 4). Herein lies the crux of the article, are Jeffersonian ideals and American democracy at this point, the same thing Looking at the reaction of the Middle East, most of Europe and Canada, this seems doubtful. Over the past 60 years in the Middle East, America has consistently become close to tyrants in the region (Ignatieff, 2005, Section I, par. 6). This in turn has caused a certain degree of instability in the region and certainly does not embody the democratic vision of the founders of the United States. This threatens to further alienate America on an international level, which can be a problem. Also noted as a sign that American democracy may not be universal democracy, is that while other powerful nations have shifted left on the political spectrum, America has moved further right. This is shown by among other things a huge divide in rights for homosexuals, concern for healthcare and America's willingness to use God's will as motivating factor behind foreign policy (Ignatieff, 2005, Section III, par. 3). Overall, this article does an exceptional job of

Modern Indian Religions Research Paper Example | Topics and Well Written Essays - 750 words

Modern Indian Religions - Research Paper Example Ambedkar, emphasizes the role of God in religion and its influence in bringing social changes and hence laying the foundation for an egalitarian society. B.R. Ambedkar, pioneered and demanded for a revolutionary change in the caste system by fighting for equal rights for India's lower classes - known as the untouchables. Post independence he drafted the Indian Constitution and defended the ethnic and religious minorities by advocating their rights and reserving a secure place for them in the society through quotas, ensuring them government jobs and thus laying a foundation of social equality. He inspired the Dalit Buddhism movement in India with a view to eradicate the biased treatment meted out to the social outcasts on the basis of their religion. It led to mass conversions among the lower classes who converted to Buddhism. He spearheaded the first Dalit movement in the Indian state of Maharashtra and launched efforts and programs to eradicate illiteracy among the Dalits, by settin g up newspapers and establishing political parties to support the cause. He also contributed in campaigning for acquiring religious rights for the Dalits and played a key role in lifting the ban which prohibited the Dalits from entering Hindu places of worship. This paper on modern Indian religions discusses the impact and influence of Dalit Buddhism in bridging the gap between the higher castes and the lower castes / the untouchables i.e. the Dalits.... Although Dalit Buddhism was a new religion introduced by Ambedkar the fundamental principles were borrowed and based on Buddha's preaching. According to Ambedkar the Dalits were not Hindus, and hence he embraced Buddhism which is silent on the existence of god. Dalit Buddhism is based on this lack of denial or acknowledgement of the concept of god, since it is perceived as an attempt to rationalize the concept of god. Thus, Buddhism is often described as a theist religion rather than an atheist one. The Tibetans view the Dalai Lama as a reincarnation of Buddha - the god, and in the same vein, the Dalits in India view Ambedkar - their savior as reincarnation of god (Karunyakara, 2002). Dalit Buddhism was founded as a means of liberating the oppressed and socially outcast people in India from the clutches of Hinduism. Buddhism as a religion offers the freedom to the modern Indian society to embrace equality and respond to the challenges posed by a highly hegemonic Hindu - Brahmin socie ty. In a society where casteism is rampant and there is an apparent bias / prejudice against the Dalits, Buddhism offers an opportunity to the Dalits to reconstruct their own cultural world, which reinstates the values, beliefs, and ideals relevant to the Dalits in a Hindu dominated society (Ambedkar, 1980). Impact of religion in building an egalitarian society: Religion plays a key role in social and political aspects in India. Hindu Brahmins assume positions of greater significance in the socio-cultural spheres of life while teh Dalits are treated as outcasts and suffer great injustice across various sectors in the society. Dr. Ambedkar, through the introduction of Dalit Buddhism

Own Business Essay Example for Free

Own Business Essay If I were to start my own business, the first decision I would make would be in deciding what product or service my company would produce or provide. For example, do I have a greater interest in the area of production or service? In deciding this, I would research the market to determine if there was a need for the product or service I was considering. I would also conduct research to determine what area (s) would be some of the better areas to begin the type of business I plan on undertaking. Things I might consider would be the competition, noticeable need for my product or service in the area and even presenting the idea at a public meeting in the area while evaluating the response I receive. Another key type of decision would be determining the size of the business. Along with determining for example whether the business would be a small business, medium-size or large business, I would need to determine the staffing needs of the business. As Al Coke stated in the book, â€Å"Seven Steps to a Successful Business Plan,† â€Å"What are your short-term and long-term staffing requirements? What kinds of skills will be needed at each level, now and in the future? † (Coke, 2002). Along the same line, what types of employees will be needed for the positions. If my company is involved in technology, I would need to hire individuals with training and education in the technology field. Deciding upon which tools and equipment will be needed for the operation of the business I have chosen would be another key decision needed to be made. For example, if I were considering opening a restaurant, I would need to look into the prices, types and sizes of the various commercial cooking equiptment available. One could include the company’s vision and mission statements as key decisions when starting up a company. As stated in Mr. Coke’s own words, â€Å"You must have two stakes in the ground to build a story and a subsequent business plan: vision and mission. One creates passion and the other provides purpose (Coke, 2002, p. 111). There would be different financial decisions to be made. For example, how much will I need or can I afford for start-up costs? What are the long-term capital investment requirements? In writing all of the financial decisions down, a good question to ask would be, â€Å"Do the financial numbers make good business sense? † (Coke, 2002, p. 33) Although the items listed above would just be some of the key decisions I would make when considering starting a business, I would definitely include a written business plan. In the business plan I would include information like that which I have listed above along with statistical information and data that I would use throughout my business inception and into the future.

The Importance Of Being On Time Essay Example for Free

The Importance Of Being On Time Essay We are successful in life only when we make the best use of time. Time cannot be stopped, paused, or regained. Some point in life whether it be business related, or for leisure, someone or something will require you to be at a certain place at a given time. Punctuality could be the key to winning a contest, finalizing a business deal, or even keeping your job. We all as human beings have been late before, things happen, but constant lateness affects your dependability. If you are not dependable your opportunities for progression will start to decrease. The life of George Washington was characterized by a scrupulous regard for punctuality. When he asked a man to bring by some horses he was interested in buying at five in the morning, and the man arrived fifteen minutes late, he was told by the stable groom that the general had been waiting there at five, but had now moved on to other business, and that he wouldn’t be able to examine the horses again until the following week. When he told Congress that he’d meet with them at noon, he could almost always be found striding into the chamber just as the clock was striking twelve. Washington’s promptness extended to his mealtimes as well. He ate dinner each day at exactly 4 o’clock, and when he invited members of Congress to dine with him, and they arrived late, they were often surprised to find the president halfway done with his meal or even pushing back from the table. To his startled, tardy guest he would say, â€Å"We are punctual here. My cook never asks whether the company has arrived, but whether the hour has come.†( www.artofmanliness.com) George Washington was a perfect example on how important punctuality is, and what opportunities can be missed. For our first president, being on time was a way of showing respect to others, and he expected to be treated with the same level of respect in return. Although no longer live in an age of knickers and powdered wigs, but being pun ctual is just as important as it ever was. â€Å"Soldiers should be minutemen. Punctuality is one of the most valuable habits a soldier can possess.† Christopher Andrews said it the best, when it comes to punctuality in the army is your bread and butter. You could be the best soldier, but if you’re late all the time you can quickly be potrayed as something way less. Being punctual builds and reveals your discipline. The  punctual man shows that he can organize his time, that he pays attention to details, and that he can put aside this to do that ; he can set aside a pleasure to take care of business. The non punctual man shows he needs to be supervised, seems unprepared, and unprofessional. These things are all the things that could stop a soldier from progressing. It is like a domino effect, one consequence leads to another, and leads you down a trail of detriment. Something so simple as being on time can be the key to being allowed to go to a promotion board, or even staying in the military. If the conduct was constant, action may be intiated to separate you from the service. If you are involuntarily separted, you could receive an Honorable discharge, a general discharge, or under other than honorable conditions discharge. An honorable discharge is a separation with honor based on the quality of service, which meets the standards of acceptable conduct and performance of duty. A general discharge is a separation under honorable conditions , based on a military record being satisfactory but not sufficiently meritorious to warrant an honorable discharge. A discharge under other than honorable conditions is based upon a pattern of behavior of one or more acts or omissions that constitutes a significant departure from the conduct expected of a soldier. An honorable discharge may be awarded under any provisions. A general discharge may be awarded for separation under Chapter 5, Chapter 9, Chapter 13, or Chapter 14. An under othe than honorable conditions discharge may be awarded for separation under Chapter 14 for misconduct. If you receive an honorable discharge, you will be qualififed for most benefits resulting from military service. An involuntary honorable discharge, however will disqualify you from reenlistment for some period of time and may disqualify you from receiving transitional benefits. Also the Montgomery GI Bill you have not met other program requirements. If you receive a General discharge, you will be disqualified from reenlisting in the service for some period of time and you will be ineligible for some military and VA administered benefits, including the Montgomery GI bill. You may also face difficulty in obtaining civilian employment, as employers have a low regard for the General and Under Other Than Honorable conditions discharges. Although there are agencies to which you may apply to have the character of your discharge changed, it is  unlikely that any such applications will be successful. Time is the most influential factor in this world. It is abstract. Everything in this world is commanded and decided by time. Nobody can escape the hold of time. It is the time which gives us the opportunity to make use of it. Those who make best use of time and avail those opportunities grow and rise in life. Those who waste their time lag behind. They fail to make any mark in life. He is the wisest who makes the best use of time. He rises to the great heights who keep pace with the time. Time is very important, it should be managed as if each second , minute hour, day is money. After all time is money. If time isn’t important to you, remember its important to someone else. If you are late to something chances are you are wasting someone else’s time. Being late is a form of stealing. That’s a tough truth, but it’s a truth nonetheless. When you make others wait for you, you rob minutes from them that they’ll never get back. Time they could have turned into money, or simply used for the things important to them. In coming to meet you at the agreed upon hour, they may have made sacrifices – woken up early, cut short their workout, told their kid they couldn’t read a story together – and your lateness negates those sacrifices. If you wouldn’t think of taking ten dollars from another man’s wallet, you shouldn’t think of stealing ten minutes from him either. Being punctual shows you value time yourself, and thus wouldn’t think of depriving others of this precious, but limited resource. Even when you are not dealing with work related things being on time is still important to many people, family, and friends. Being late strains your relationships. When you’re late in meeting other people, it makes them feel under-valued, that whatever you couldn’t pull yourself away from was more important or that they didn’t mean enough to you to warrant allotting sufficient time to arrive on schedule. The guest who flies in to see you feels like a dope standing at the airport alone, your date feels awkward sitting at the restaurant by herself, and your child feels abandoned as she waits with her teacher for you to arrive, all the other children having already been picked up from school. This is not the first time you’ve heard that punctuality is important. It’s easy to understand how keeping our appointments and reporting on time is a  sign of respect. This is especially the case for improving employee productivity. If your leader keeps their word about meetings, deadlines and other time-sensitive promises, it’s easy to feel motivated to get things done. Failure to be prompt has consequences. When you are late or blow someone off entirely, you are telling them that your time is more important than theirs. Of course we should all be on time. And naturally, when circumstances pop up we should call ahead to say we are running late. Let’s put aside human psychology and Army mumbo jumbo for a moment, however, and talk about machinery. Time is an essential element in any working system. The spark plugs in an engine have to fire at exactly the right speed. A bridge can hold the weight of a million cars, as long as are spaced far enough apart. A clock quickly becomes useless if every second is not precisely one second long. All of these parameters are designed for increasing employee productivity. Time is important! Being late is like taking the oil out of a well run machine. It gums up the works, cranks up the heat, and causes things to break. When you are late to a doctor’s appointment, you may cause a domino effect that disrupts other patients. And when the doctor is running behind, you may end up waiting for ages thanks to overlapping ripples in the schedule. This problem applies to any business. Improvement is only possible if we recognize that failure to manage time affects everything.

Social Work Case Study | Essay

Social Work Case Study | Essay Case study: Jenny Eleanor This essay will focus on the current situation of Jenny, a single parent, and Eleanor, her six year old daughter, who currently live on a large local authority housing estate. Whilst close attention will be paid to their situation and the needs arising out of it, it is not the substantive function of this paper to prescribe specific courses of action in their case only. Rather, it is to identify and discuss the issues raised by their case, considering the appropriate social work processes, policy, and legal framework. Overall, it will be argued that there are two significant issues to be explored through the circumstances of Jenny and Eleanor’s case. Firstly, the nature and effectiveness of multi-agency working in education and the human services, and secondly, the problems faced by these professionals when adults, either deliberately or through incapacity, are not fully cooperative in ensuring the appropriate care of their child. As McCullough points out, ‘Throughout th e UK, provision and means of delivering children’s services have been changing profoundly. Predominant among the reasons driving these changes is concern about the way in which children are kept safe.’ (McCullough 2007: p.27) The paper will therefore discuss these issues, taking into account how such issues may be dealt with in a context of evidence-based and anti-discriminatory practice. In the first instance it may be helpful to include a brief synopsis of the known facts about Jenny and Eleanor’s situation, as a guide to identifying their needs. The case study reports that they are from a White British background: they live in a local authority housing estate which, it is stated, is regarded as ‘rough’, i.e. socially problematical and economically deprived. This categorization is not supported by any objective assessment, such as referral to any social scales or indices, and so appears rather unscientific and possibly discriminatory. Jenny and Eleanor have experienced five different housing placements in the last seven years. Jenny has been the victim of domestic violence, both in previous relationships and from Derek, her current partner and Eleanor’s father. Eleanor was unfortunately the witness to many of the assaults on her mother, and is herself thought to have been the subject of violence from her father. As the result of one of the assault on Jenny, Derek was awarded two year custodial sentence, and is currently expected to be released in four months time: he requested contact with Eleanor whilst in custody. Eleanor is enrolled at a local primary school, where records reveal that her attendance is low and represents a cause for concern: she has appeared withdrawn, and on occasions been violent towards other pupils. Furthermore, the school nurse has registered concerns about Eleanor’s development. In the light of these facts, it is now up to the relevant services to make the appropriate arrangements, using such measures as the statutory and policy frameworks allow. One of the principle factors in their immediate future the matter of Derek’s release from custody is beyond the control of those agencies immediately involved in Jenny and Eleanor’s welfare, so it is up to them to make their dispositions accordingly in the light of this contingency. What follows is a discussion of the relevant issues as they arise out of the jurisdictions, expertise, and responsibilities of the various agencies involved. This discussion will start with the subject who is likely to be of most concern to the educational and human services, i.e. the most vulnerable individual, Eleanor. As a six year old, she is the only person in the situation who does not have self-determination, is consequently reliant on the various agencies appointed for her care: it is now up to them to ensure this is ensured. As Myers-Blair points out, ‘The basic equipment for emotional development (physical and neural) is present at birth, and in a very diffuse way emotional behaviour begins at birth, or perhaps even before.’ (Myers-Blair, 1975: p.60). The immediate concerns over Eleanor’s welfare devolve upon two separate but related spheres: her school and home life. The relevant professionals must unravel the intertwining requirements and responsibilities inherent in this situation. However, as the Department for Children, Schools and Families itself acknowledges, ‘The professional background of workers is both a strength and a barrier to multi-agency working. As each profession has developed its own language and body of knowledge, it not only serves to provide a professional identity but can alienate those outside the profession who do not share their language or way of thinking. Professionals also develop a different way of working in order to achieve their aims.’ (DCSF, 2007: p.5) Obviously, all of these considerations must proceed from the basis that Eleanor is physically safe, with possible physical abuse from Derek, the previously violent partner, being the most obvious threat to this. If sufficient evi dence of this threat is assembled, then the multi-agency effort is largely irrelevant, since the Local Authority, through the Social Services Directorate, will have a clear responsibility to act accordingly under sections 27 and 17 of the Children Act 1989, and remove her from the situation. The decision as to whether any contingent arrangements involve Eleanor only, or Eleanor and Jenny, will depend on the perceived or actual threat, and Jenny’s position in relation to this. As Asen pointedly reminds us, ‘When professionals are unable to decide whether to let the children remain with its natural family or not, this indecisiveness can be abusive in its own right: it leaves the child in a situation of limbo – which in some cases can last years – further adding to the child’s emotional or physical suffering.’ (Asen, 2000: p.227) Depending upon how matters proceed in relations between Jenny and Derek, Social Services will also be responsible for the next level of care, i.e. ensuring that Eleanor is not suffering from any forms of neglect or subsidiary abuse arising out of the situation. Assuming that this situation is being monitored, the weight of responsibility shifts back into the educational environment: this is not to say that the social worker loses control of the situation, or becomes less relevant to Eleanor’s care: quite the contrary. In fact, by virtue of the serious nature of Eleanor’s home situation, they may well become the ‘lead professional’ within the multi-agency effort, as will be discussed below. It is simply the case that the all the professionals involved effectively have their actions governed by overlapping and interlocking statutes. At present, the latter stipulate that Eleanor should be in school: that school will almost certainly be a mainstream school, i.e. not a PRU (Pupil Referral Unit) or other specialized facility: furthermore, the law provides that every professional effort should be made to ensure that Eleanor is supported in achieving the expected educational progress. This in essence is where the social w ork and educational efforts will interact: since achievement of the expected progress will hinge upon Eleanor’s mental and physical well-being, as well as her innate cognitive ability, the home and school environments will become linked around this effort. The essential point here is that the social services case worker will be reliant on the judgment and expertise of the school based professionals with respect to Eleanor’s learning and emotional well-being. This is very much an open-ended process: a number of successive measures and support systems will have to be put into place before any alternative or specialized provision is even considered. In the first instance, the school’s Child Protection Officer – usually the Headteacher in the context of a Primary school like Eleanor’s – will feedback directly to Social Services, if there is any evidence of abuse. The school Special Educational Needs Coordinator will subsequently be responsible f or ascertaining whether or not Eleanor has any educational or emotional special needs: if so, she must have an IEP (Individual Education Plan) classified as Step One, Two or Three, depending on their severity. The latter will also determine whether or not Eleanor may require a Statutory Statement of Educational Needs (usually referred to simply as a ‘statement’). If so, she may qualify for additional support through the Local Educational Authority’s Statutory Assessment Office. This in turn will involve the Educational Psychology Service, who will have to make a formal assessment based on observation of Eleanor in a school context. If it is deemed appropriate, she will also be referred to the Primary Behaviour Support Service, the School’s Pastoral Support Service, the Family Support Service, and the Primary Mental Health Service. What are the implications of these potential multiple referrals from a practical point of view? As the DCFS guidance advises, ‘It is the processes involved in building relationships between agencies and between providers of services and the communities they serve, which is vital, because this is where the real work has to be done. It is a real challenge to us all, not least finding the time and space to work on these issues when many services are provided from at least 8 am to 6 pm, five days a week.’ (DCSF, 2007: p2). What this euphemizes is the attempted integration of services which proceed from a series of parallel and successive statutes. This include the Children Act 1989, the Children Act 2004, the Education Act 2002, the Learning and Skills Act 2000, the Disability and Discrimination Act 1995, The Special Educational Needs Code of Practice 2001, the Special Educational Needs and Disability Act 2001, and the Data Protection Act 1998. The school based effort, into which the social worker must be integrated, is built around the role of the Inclusions Officer, who must in turn convene a school-specific inclusions team comprised of all the practitioners involved. Whilst all of this sounds fine on paper, the practical challenges of coordinating the support and care of a child in Eleanor’s situation cannot be underestimated. Take, for example, the role of the Lead Professional itself. As the Children’s Workforce Development Council concedes, ‘A lead professional is not a job title or a new role, but a set of functions to be carried out as part of the delivery of effective integrated support.’ (CWDC, 2007: p.5). In other words, the role is titular only and attracts no timetabling facility or resources, but must run parallel – and crucially, in addition to – the practitioner’s other responsibilities. As the CWDC frankly puts it, ‘†¦clear communication is necessary between both services so that the individual is not overwhelmed with lead professional and caseload responsibilities. Speak to your manager to ensure that they take account of any lead professional responsibilities in setting yo ur workload, and that your performance in delivering the lead professional functions is recognized and recorded.’ (CWDC 2007: p.2, para 3.14). This is far more than a Human Resources issue however. The whole rationale of the multi-agency movement and Every Child Matters initiative is to mitigate the kind of short-circuits, doublings-up and straightforward mismanagement which contributed to the Victoria Climbie tragedy. As McCullough reminds us, ‘In Laming’s detailed and damning report, twelve different occasions were identified when appropriate intervention by one or more of these agencies could have saved Victoria’s life†¦in his summing up, Laming noted that â€Å"the legislative framework for protecting children is basically sound. I conclude that the gap is not a matter of law but in its implementation.†.’ (McCullough 2007: p.28). The problem is that whilst the role of the lead practitioner is non-statutory, the responsibilities accru ed by the incumbent are not. As the CWDC again concedes, ‘†¦There are particular implications for staff who may be working part-time in a multi-agency setting and part-time in their home agency.’ (CWDC 2007: p.2, para 3.14). Arguably then, the same issues which underlay Victoria’s death are potential factors in any such case, including Eleanor’s. The mere creation of a job title, i.e., Lead Practitioner, or mechanisms such as the Common Assessment Framework, guarantees nothing if the staff involved are overstretched, unsupported and undirected. The fact that Jenny has cancelled two possible contact appointments so far is disappointing, and may well represent an impediment to the advancement of Eleanor’s care in the future. At present however, it does not constitute an insurmountable barrier to the coordinated effort of the multi-agency team, and definitely is not a pretext for inaction on their part. As the school has noted, Eleanor’s emotional well-being is questionable, indicating a serious potential impediment to her progress. As Meadows indicates, ‘Certain emotional states are frequent and salient, and become parts of feeling about the self, so that they can then influence a wide range of behaviours, such as perception, emotional expression, cognitive processing and social relations.’ (Meadows, 2006: p.438) Instruments in an around the curriculum, such as the SEAL (Social and Emotional Aspects of Learning) programme may be used to help Eleanor externalize and come to terms with the events whic h have shaped her experience: essentially these means must be tried in order to redress any lack of emotional support she is receiving at home. As Maslow points out, ‘†¦thwarting of these needs produces feelings of inferiority, of weakness, and of helplessness. These feelings in turn give rise to either basic discomfort, or else compensatory or neurotic trends.’ (Maslow, 1970: P.1) Also, as Samuels reminds us, ‘Basically, if the child’s needs are not met appropriately at each developmental level, the psyche becomes unable to adequately regulate self-esteem by the use of adequate mechanisms.’ (Samuels, 1977: p. 35). The problem is that, whilst the statutory framework stipulates that the school is currently the focus of support for Eleanor’s needs, the latter obviously do not stop there. As Schaefer et al. observe, since behavioural problems in the home usually precede those occurring elsewhere, part of the focus has to be behaviour in the home.’ (Schaefer et al. 1984 p.96). Consequently, whilst ‘Inter-Professional Collaboration’ has to be an overriding consideration for the social worker, it is likely to be the case worker themselves who initiates much of the strategic action, such as the proposed ‘cold-call’ home visit. The focus on Eleanor does not of course mean that Jenny’s needs, as an individual or as a parent, can be overlooked. A holistic approach, encapsulated within an action plan and developed with the Family Therapy or Support Service will be required. However, for environmental as much as professional reasons, as will be discussed below , Eleanor must remain the primary concern within this case. As this conclusion is being written, the manifest weaknesses of the supposedly revamped multi-agency framework have been revealed in the most devastating manner: through the death of a seventeen-month child, who was in the Child Protection Register’s ‘at risk’ category. Whilst any legislative or policy outcome of this tragedy is obviously some way off, some commentators have been quick to apportion responsibility to the inter-agency working framework. ‘When procedures become so exacting and time-consuming, the exercise of judgment is deemed neither necessary nor possible. Indeed, it will get you into trouble, because it is not part of the procedure.’ (Dalrymple 2008) Calls for less weight to be given to parental wishes and rights, and more to be placed on the safety of the child, are already being heard. The outcome of such debates, it may be argued, may have significant effects on the conduct of cases such as that of Jenny and Eleanor. Bibliography Adams, R., Dominelli, L. Payne, M. (2002) Social Work Themes, Issues and Critical Debates, Basingstoke, Palgrave Anning, A., and Edwards, A., (2006), Promoting Children’s Learning from Birth to Five: Developing the New Early Years Professional, Open University Press, Maidenhead. Asen, E., ‘Working with families where there is parenting breakdown’, in Reder, P., McClure, M., and Jolley, A., (eds), (2000), Family Matters: interfaces between child and adult mental health, Routledge, London, pp.227-236. Bowlby, J. (1969). Attachment and Loss: Vol I Attachment, London: Hogarth Press. Bowlby, J. (1973). Attachment and Loss: Vol II Separation, Anxiety and Anger, London: Hogarth Press. Bowlby, J. (1980). Attachment and Loss: Vol III Loss, Sadness and Depression, London: Hogarth Press. Bradley, G. and Parker, J. (2003) Social Work Practice: Assessment, Planning, Intervention and Review, Exeter, Learning Matters Ltd. Brayne, H and Carr, H. (2005) Law for social workers, Oxford, New York Butler, P. (2002) Failure to attend overshadowed Climbie inquiry [online] August 27  Available from: http://www.guardian.co.uk/society/2002/aug/27/climbie  [Accessed 16 November 2007] Children’s Workforce Development Council, (2007), The Lead Professional: Practitioner’s Guide, CWDC, Leeds. Crawford, K. Walker, J. (2003) Social Work and Human Development, Exeter, Learning Matters Ltd. Dalrymple, T., ‘We can’t be surprised by the death of baby P’ The Times Online, 12 Nov 2008, INTERNET, available at http://www.timesonline.co.uk/tol/comment/columnists/guest_contributors/article5133966.ece?Submitted=true, [viewed 12.11.08] Davies, L (2007) The Big Picture: Is protection working? [online] November 15  Available from: http://www.communitycare.co.uk/Articles/2007/11/15/106450/the-big-picture-is-protection-working.html  [viewed 20.11.07] Department for Children, Schools and Families, (2007), Common Core of Skills and Kn owledge for the Children’s Workforce, DFES Nottingham. Department for Children, Schools and Families, (2007), Integrated Working Exemplar: Young child with behavioural problems: Integrated working to improve outcomes  for children and young people, HMSO, London. Department for Children, Schools and Families, (2007), Effective practice: Multi-agency Working, HMSO, London. Department of Health, (1999) Working Together to Safeguard Children, London, The Stationery Office. Department of Health, (2002) Modernising services to transform care: inspection of how councils are managing the modernisation agenda in social care [online] June 27  Available from:  www.dh.gov.uk/en/Publicationsandstatistics/Lettersandcirculars/Chiefinspectorletters/DH_4004590  [Accessed 21 November 2007] Department of Health, (2004) Executive Summary, National Service Framework for Children. Young People and Maternity Services [online] October 4  Available from: www.dh.gov.uk  [Accessed 15 November 2007] Department of Health, (2005) Background to Every Child Matters [online] May 10  Available from: www.everychildmatters.gov.uk/aims/background/  [Accessed 03 November 2007] Department of Health, (2006) Framework for the Assessment of Children in Need and their Families (fifth impression), United Kingdom, The Stationery Office. Department of Health, (2007) Local Safeguarding Children Boards [online] November 14  Available from: http://www.everychildmatters.gov.uk/socialcare/safeguarding/lscb/  [Accessed 26 November 2007] Friedrickson, N., and Clive, T., (2002) Special Educational Needs, Inclusion and Diversity, a Textbook, Open University Press, Buckingham. Goleman, D., (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London. ‘Good to be Me’, (May 2005) Primary National Strategy: Excellence and Enjoyment, Social and Emotional Aspects of Learning, Department for Education and Skills, HMSO, Gurney, P., (1988) Self-Esteem in Children with Special Educational Needs, Routledge, London Gillen, S and Lovell C. (2007) Victoria Climbie Foundation head calls for child protection probe [online] November 5  Available from: www.communitycare.org/articles  [Accessed 12 November 2007] Glover-Wright, D. (2007) Social Work, As We See Ità ¢Ã¢â€š ¬Ã‚ ¦, Community Care, 5-11 April, p.28 Guardian Unlimited (2007) a. Ministers deliberately making asylum seekers destitute, say MPs [online] March 30 Available from: www.guardian.co.uk/immigration/story  [Accessed 04 November 2007] Healy, K (2005) Social Work Theories in Context, Basingstoke, Palgrave MacMillan. Hockey, J. James, A. (2003) Social Identities across the Life Course, Basingstoke, Palgrave Macmillan. Hopkins, G. Wetherall, G. (2007) Fatal Failings Community Care The voice of social care 11-17 January 2007, p. 34-38 Horner, N. (2003) What is Social Work? Context and Perspectives, Exeter, Learning Matters Ltd. Howe, D., Brandon, M., Hinnings, D. Schofield, G. (1999). Attachment Theory, Child Maltreatment and Family Support, London, Palgrave. Howe, D. (2005) Child Abuse and Neglect, Basingstoke, Palgrave Macmillan. Laming, L (2003) The Victoria Climbie Inquiry Report of an Inquiry by Lord Laming, London, Stationery Office. Meadows, S., (2006), The Child as Thinker: The Development and Acquisition of Cognition in Childhood, Routledge London. McCullough, M., (2007), ‘Integrating Children’s Services: the case for child protection’, in Siraj-Blatchford, I., Clarke, K., and Needham, M., (eds), (2007), The Team Around the Child: Multi-Agency Working in the Early Years, Trentham, Stoke-on-Trent. Mens Health Network (2000) Family Violence [online] September 1  Available from: http://www.menstuff.org/issues/byissue/domesticviolence.html#femalebatterers  [Accessed 11 November 2007] Myers Blair, G., Stewart Jones, R., Simpson, R.H., (1975), Educational Psychology, 4th Edition, MacMillan, NY. Office of the High Commissioner for Human Rights, (1989) Convention on the Rights of the Child [online]  Available from: www.unhchr.ch/html/menu2/b/k2crc.htm  [Accessed 15 November 2007] Parton, N. (2006) Safeguarding childhood, Basingstoke, Palgrave Macmillan Parton, N. OByrne, P. (2000) Constructive Social Work, Basingstoke, MacMillan Press. Pierson, J. Thompson, M. (2002) Dictionary of Social Work, Staffordshire University, Collins. Plummer, D., (2001) Helping Children to Build Self-Esteem: A Photocopiable Activities Book, Jessica Langley, London. Podesta, C., (2001) Self-Esteem and the Six-Second Secret, Corwin, Thousand Oaks, California. Quinney, A (2005) Collaborative Social Work Practice [online]  Available from: www.learningmatters.co.uk (sample chapters)  [Accessed 19 September 2007] Schaefer, C.E., Breismeister, J.M., and Fitton, M.E., (1984), Family Therapy Techniques fro problem behaviours of children and teenagers, Jossey-Bass, Sanfrancisco. De Shazer, (1982), Patterns of Brief Family Therapy: An Ecosystemic Approach, Guilford Press, NY. Nind, M., Rix, J., Sheehy, K., Simmons, K., (eds) (2003) Inclusive Education: Diverse Perspectives, Open University Press/David Fulton, Buckingham and London Schofield, G. (2002) Attachment Theory: An introduction for Social Workers, Norwich, Social Work Monograph. Siraj-Blatchford, I., Clarke, K., and Needham, M., (eds), (2007), The Team Around the Child: Multi-Agency Working in the Early Years, Trentham, Stoke-on-Trent. Taylor, J. Daniel, B. (2005) Child Neglect, London, Jessica Kingsley. Thompson, N. (2001) Anti-Discriminatory Practice, 3rd edition, Basingstoke, Palgrave Thompson, N. (2005) Understanding Social Work Second Edition, Basingstoke, Palgrave MacMillan Trevithick, P. (2005) Social Work Skills, Open University Press Ward, L. (2007) Not every child matters [online]  Available from: http://politics.guardian.co.uk/comment/story/0,,1995795,00.html  [Accessed 21 November 2007] Warren, J. (2007) Service User and Carer Participation in Social Work, Exeter, Learning Matters. Whelan, D (2003) Using Attachment Theory When Placing Siblings in Foster Care. Child and Adolescent Social Work Journal, 20(1), pp.21-36

A Good Man is Hard to Find Essay -- essays papers

A Good Man is Hard to Find Virtue and â€Å"the grandmother† If you were to ask someone what their definition of a happy life would be, they would probably give you an answer like, â€Å"having fun.† This is completely untrue in Aristotle’s terms. According to Aristotle, for a man to lead a happy life he must learn each of the intellectual virtues, and practice each of the moral virtues throughout his life. These moral virtues are justice, courage, temperance, magnificence, magnanimity, liberality, gentleness, prudence, and wisdom. With so many virtues to constantly abide by, a man cannot know if he has led a happy life until his life is nearly finished. In the story â€Å"A Good Man is Hard to Find,† by Flannery O’ Connor, the question is raised whether the grandmother has achieved a state of happiness according to Aristotle’s terms at the time of her death. The answer is no, because she is a person who is dishonest, cowardly, and unwise. Of all the virtues, honesty is practiced the least by the grandmother. Honesty is defined as â€Å"The capacity or condition of being honest; integrity; trustworthiness† (Honesty). There are several examples of the grandmother’s dishonest and untrustworthy actions. In the beginning of the story, â€Å"The grandmother didn’t want to go to Florida† (O’ Connor 1106), so she made up false excuses to try to persuade her family to take her to Tennessee. â€Å" his fellow that calls himself The Misfit is aloose from the Federal Pen and headed toward Florida. I wouldn’t take my children in any direction with a criminal like that aloose in it’† (O’ Connor 1106). On the way to Florida, the grandmother notices an old house she visited as a child. When she wants to stop and re-visit the house, the grandmother tells the... ...n the story, (honesty, courage, and wisdom) none of the virtues are abided by. Although there are six other virtues, all of the virtues must be abided by in order to achieve happiness. Besides, if the grandmother doesn’t abide by the three virtues represented in the story, this leads one to believe that she doesn’t abide by any of them. In conclusion, the grandmother does not lead a happy life in accordance to Aristotle’s theory of happiness. Bibliography: Works Cited â€Å"Courage.† The American Heritage College Dictionary. 3rd ed. 2000. â€Å"Honesty.† The American Heritage College Dictionary. 3rd ed. 2000. O'Connor, Flannery. "A Good Man Is Hard to Find." The Story and Its Writer: An Introduction to Short Fiction. Ed. Ann Charters. 5th ed. Boston: Bedford/St. Martin's 1999, 1106-1117. â€Å"Wisdom.† The American Heritage College Dictionary. 3rd ed. 2000.

Grapes of Wrath Essay: Steinbecks Faulty Logic :: The Grapes of Wrath John Steinbeck

Steinbeck's Faulty Logic in The Grapes of Wrath      Ã‚  Ã‚  Ã‚   John Steinbeck's The Grapes of Wrath   chronicles the destruction and chaos of the lives of the dust bowl victims and their families.   The classic novel works on two levels. On the one hand, it is the story of a family, how it reacts, and how it is unsettled by a serious problem threatening to overwhelm it.   On the other hand, the story is an appeal to political leaders that when the common working-class is put upon too harshly, they will revolt.   In this aspect it is a social study which argues for a utopia-like society where the powerful owners of the means of production will be replaced by a more communal and egalitarian community like the ones that spring up along the highway by the migrants seeking a higher ground.   Their lives are destroyed by poverty and the dust bowl and all that matters is finding a more decent life somewhere west.   Survival and getting to a new kind of life are all that matter, so much so that Ma lies next to a dead Granma all night because she is afraid the family will not get through is she seeks help "I was afraid we wouldn' get acrost,' she said.   'I tol' Granma we couldn' he'p her.   The fambly had ta get acrost.   I tol' her, tol' her when she was a-dyin'.   We couldn' stop in the desert...The fambly hadda get acrost,' Ma said miserably" (Steinbeck 237).   Throughout the novel the lure of communism lurks subtly in the background as a reminder that in desperate circumstances, pushed too far, the people will revolt.    The Grapes of Wrath depicts the degradations and abject poverty visited upon immigrants who try to survive in the face of American capitalism where the powerful land-owning companies force them into constant migration and keep them from rising above a poverty level of less than basic sustenance.   The novel focuses on the sacrifices these individuals make for each other, family and friends, and the way their simple lives are inherently worthy of dignity and respect.   However, in the midst of the thousands of others traveling the concrete highway barely keeping body and soul together on the road to a better promise of life in California, these immigrants form a utopia-like community.   Society is recreated each evening among the migrants, where social leaders are picked, unspoken rules of privacy and generosity emerge, and lust, violence and murder breakout.

Budget Request: Hiring New Officers in the Community Essay

1. Include at least two (2) robust justifications for hiring new police officers. The justification should anticipate the key questions that the chief executive and council will likely ask. a. If this request is the result of an increased workload, how quickly did the workload increase? Could the increased workload be covered by part-time employees or by shifting employees from another area? b. How long have you known this need was developing? Was the manager previously briefed on the growing workload? c. If the request is not funded, what impact will it have on the department? On citizens? (Hint: If your request is not funded this year, managers often look to see if a request is repeatedly put forward to gauge its urgency. ) The present police force include thirty uniformed officers, there is an immediate need to hire three to five more officers. The many of the citizens in this city have observed crime in the downtown area is rising rapidly. With a population of over 75,000 residents in the community, I strongly encourage increasing our police force to offset of crime rate in the community. For every police office there are 2500 citizens at that ratio we are definitely under manned. The budget while important cannot be the determining factor. Our officers must know that we support them as a department and want them to be apart of their families lives. Much of the data from my department show no increase of crime rate however we cannot substaine control of this amount of population without adding to the force. With many veterans returning home from the wars we should be able to get qualified applicants. When hiring these types of talents there will be less money in the training of the individual and more concentration on the duty of the officer saving the community more money. This request will be justified as an increase in crime and workload has increased over the years, the crime and workload has risen moderately over the six year period we never hired new officers and now seems like a great time to contain the problem. The increased workload and crime increase will have to be covered by three full time employees and two part time employees. This need has been developing since the year of 2006 when the economy seemed to be going into an economic depression, when people began losing their jobs crime increased and the workload for the officers went up as well because they were handling situations they were not accustomed to such as counseling families and being mentors to children whose parents were working to help with the ever rising gas and food prices. The manager was informed of the changes in the workload and bought it to my attention that something has to be done or we will lose business in the area due to crime and on other factors. If the request is not funded this will have a major impact on the department the public will no longer believe we are here to protect them just to satisfy a fiscal budget that is drawn up every year. People in the communities will then feel as though they will have to take the law into their own hands causing turmoil within the communities. My second justification citizen appreciation and safety, hiring the new officers will show citizens that we put their public safety knowing that our budget will not be balanced. Analysis executed by the statistical department forecast and increase done by my team and the increase in the population is what prompts us to request for the hiring of new officers. Community policing is required in each community by officers hired through the state this type of policing promotes structural strategies, which provides the officers with partnerships and problem-solving skills, that will deter crime and social disorder. The safeties of each citizen will the number one concern citizens should feel safe walking home from school, the movies or even walking to their dogs. This justification of hiring new officers will just make people feel safer, when they see our patrol cars covering their areas, and also when they see our officers in their local school protecting their kids from any type of violence or verbal assaults. This year we are seeing the biggest increase in retirees, our senior officers are retiring this is also a factor in our need to hire new officers. The first objection would be that after doing the analysis of 911 response calls and hands-on activities of the officer do we really need more fficers? The officers are very efficient and they exceed all of their goals that are placed before them currently. With crime rate at in the community at six year low, why do we need these officers? With the hiring of these new officers the demand for overtime pay with the existing officers will decrease. Overtime cost the department a significant amount it also puts a mental strain on the officers. Financing of the new officer packaging will come fr om those decreases. Another objection proposed revenue for salaries where does it come from? We are going to approve a parcel tax that would give the city millions of dollars to hire more police officers? Will there also be a program in place where the community participates in helping the officers with crime control? If this is put in to place then there will not be a need to higher new officers because this will cut down on cost. Not many citizens oppose hiring five new police officers because of the immediate benefit to morale of the city and police department. One objection is proper allocation of funds throughout the force. With the addition al officers being added on the force their will be additional arrests, court appointed lawyers assigned to the case, and over populated jails. Each of the benefits lead to an increase of fines and revenue collections by the judicial courts. Prevention is the key when thinking of arrests and jail numbers; with the increase in police officers there will be an increase in costs within the community and state trickling to the federal government as well. The cost of equipment replacement and repair could play a role in the investment of new officers. If there is an increase in officers within the community what guarantees that the rate of crime in the downtown area will decrease? There are other areas within the state that has an increase in crime would these officers be beneficial for all areas or just the intended areas? Will the citizens of the city have to worry about a tax hike to pay for these officers? These are very relevant questions that should be answered only to protect the citizens within the community. In conclusion the budget request definitely points towards the hiring of the officers, more than one hundred percent of the money goes to creating jobs. Job creation is very important to the community because it provides family stability. There is funding in the federal government that includes grants if you are hiring police officers and the COPS Hiring Program (CHP) this program has awarded 111 million dollars in grant money to help with the hiring of police officers. (http://www. cops. usdoj. gov/Default. asp? Item=2367). With the increase of crime increasing within the community there is much need for the new officers to be hired our number one goal is to protect the people of the community and state. Police officers are here to suppress the fear of crime and also to decrease the rate of crime. There are many factors that are covered by the federal government when funding each state with enough funding for police enforcement. The federal government uses these funds to initiate activities that combat violence in local communities, including $25 million for the Community- Based Violence Prevention Initiatives that aim to reduce gun and other violence among youth gangs in cities and towns across the country.

English For Speakers Of Other Languages Program Education Essay

Chapter 1ESOL or English for Speakers of Other Languages plan is learning English plan that used by Jakarta International School particular for his English as a Second Language ( ESL ) pupil. This plan end is assisting ESL pupils to run into the demand of academically proficiency, that is Basic Interpersonal Communicative accomplishments ( BICS ) and Cognitive Academic Language proficient ( CALP ) . The course of study of ESOL plan follows the regular schoolroom course of study so that when ESOL pupils come back to their regular schoolroom, they can follow the lesson and able to avoid the struggles or troubles that ever occur in their regular schoolroom when they are confronting some of import topics such as in math, scientific discipline, societal surveies and linguistic communication and humanistic disciplines. In maintaining with the description, ESOL plan has an of import function in bettering communicating accomplishments of ESL pupils, so that they can compose and talk English like native. As a affair of facts, a figure of ESL pupils who have no experience with English able to avoid the jobs in societal interaction and in following the lesson after they joined the plan for 6 months and the advancement get downing to demo on the first 3 months. They can pass on with instructors or friends and following the instructions. A scholar needs basic societal ( survival ) linguistic communication accomplishments before he/she can believe in that linguistic communication in an academic scene so that they can last in their new school. ESOL plan has been adopted become one of the particular plan in Jakarta International School since 1992 before JIS used English for ESL. Statement related to ESOL plan as particular plan for ESL can be quoted as follows: â€Å" In order to fix LEP pupils to successfully get the English linguistic communication, we need to establish our instructional determinations on sound, research-validated patterns that respect the person ; promote lingual and academic excellence ; and construct upon the pupils ‘ linguistic communication, civilization, old cognition, experiences, accomplishments, and endowments. Ignoring what LEP pupils bring with them would be damaging to their educational growing and development. † ( Gallnick & A ; Chinn, 1990 ) . Allen, Frohlich, and Spada ( 1984:223 ) province that their construct of communicative characteristic has been derived from current theories of communicative competency, from the literature on communicative linguistic communication instruction, and from a reappraisal of recent research into first and 2nd linguistic communication acquisition. The experimental classs are designed ( a ) to capture important characteristics of verbal interaction in L2 schoolroom, and ( B ) to supply a agency of comparing some facets of schoolroom discourse with natural linguistic communication as it is used outside the schoolroom.Research QuestionsBased on the background above, the research inquiries in this survey are: How is ESOL plan applied to ESL pupils at JIS? How does ESOL plan work in assisting ESL pupils at JIS to run into the school demand of academic linguistic communication proficiency? What are the activities that the instructors do in the plan?Scope of the StudyThe survey focuses on depicting the usage of ESOL plan at JIS PIE, so that they can last in their societal interaction and in academic trials. The activities that the instructors do refering on learning learning stuffs and activities that can better pupils linguistic communication accomplishments.Purpose of the StudyThe intent of the survey is to depict how ESOL plan is applied at JIS and besides this plan works in bettering communicating accomplishments of ESL pupil. It related to the teachers-students ‘ activities, refering on learning learning stuffs and activities.Significance of the StudyThe consequence of the survey may hopefully give the images of teachers-students interactions and activities that really go on in ESOL plan that related to the betterment of communicating accomplishments of ESL at JIS PIE. Thus, English Department of Jakarta University ( UNJ ) can take an appropriate manner in de veloping learning English for ESL in order to better ESL pupils ‘ English accomplishments particularly communication accomplishments.Chapter 1ILITERATURE REVIEWTo supply the basic theory of the research related to English for Speaker of Other Languages ( ESOL ) plan, this chapter discusses ESOL in general, ESOL plan at JIS PIE, communicating accomplishments ( BICS and CALP ) of ESL and the usage of ESOL plan that related to the betterment of communicating accomplishments.Surveies on ESOL ProgramESOL is an acronym for English for Speaker of Other Languages or â€Å" English as a Second Language ( ESL ) is used to place the instruction of English linguistic communication Humanistic disciplines to pupils whose first linguistic communication is other than English while Limited English Proficient ( LEP ) is the term used to place pupils who are in the procedure of geting English linguistic communication accomplishments to to the full work in a school puting without ESOL direction alteration. A LEP pupil is non fluid in all communicative accomplishments a rear of English speech production, listening, composing, or reading and can non vie with equals in an English-Only academic scene. ESOL plan started in the beginning 1961 when the great inflow of kids from Cuba and go on to the LULAC et Al. v. State Board of Education Consent Decree ( 1990 ) is that LEP pupils will have adequate and appropriate direction to enable them to go through the needed graduation scrutiny and meet other demands for a sheepskin. The plan direction includes both entree to Language Humanistic disciplines direction through the usage of ESOL schemes and direction in the basic capable affair countries of mathematics, scientific discipline, societal surveies, and computing machine literacy. Lee Roberts to Charles Reed, ( 1991 ) said each high school recognition in basic ESOL fulfills an English high school graduation demand. Therefore, pupils who successfully complete Basic ESOL classs should â€Å" have tantamount recognition when using for entry into province universities † . LEP pupils are paced in regular English-only direction for most of the twenty-four hours and they receive excess direction in English that is designed to learn English as a Second Language. One of the effectual attacks is â€Å" Pullout ‘ from their content schoolroom to acquire isolation in ESOL category for about 45 proceedingss. In the plan schoolroom instructor works collaboratively with ESOL squad in placing the pupils demands and advancement.Surveies on ESOL Program at JIS Pondok Indah ElementaryJIS ESOL plan ends are to supply each pupil with the chance to get English through meaningful communicating in a non threatening environment and to provide them with the accomplishments needed to work satisfactorily in the mainstream schoolrooms. The scholar of the plan is ESL pupils that started from class homework to rate five. They face the undertaking of larning to pass on and map good in a linguistic communication which is non their ain. ESOL classes parallel the grade degree units and accomplishments being taught in the mainstream categories. Coordination between the mainstream schoolroom instructor and the ESOL squad in placing the pupils linguistic communication demands and developing an appropriate plan of direction ( Levine, Ph. D, 1997 ) . It besides based on the research of August & A ; Pease Alvarez, 1996 ; Collier, 1995 ; Nelson, 1996, which indicates that ESOL pupils ‘ linguistic communication acquisition is facilitated by entree to rate degree and disputing course of study, entree to English speech production equals, partnership between ESL and mainstream instructors ; a antiphonal acquisition environment for a scope of larning manners and accomplishment degrees, synergistic acquisition chances ; higher order believing accomplishments ; and a high-quality English Language Arts Program. The methodological analysiss and attacks which are consistent with the plan ‘s doctrine and ends are: The Natural Approach ( Krashen & A ; Terrell 1983 ) . This attack views linguistic communication acquisition as a natural procedure. For basic social/conversational English, pupils should larn to manage simple inquiry and reply state of affairss and able to discourse and compose on subjects of personal involvement. As Asher ( 1982 ) notes that Total Physical Response is a method compatible with preproduction acquisition, utilizing concrete stuffs and visuals AIDSs are effectual ways to guarantee pupil apprehension and at subsequently phase, the pupils should besides be exposed to basic academic vocabulary, survey accomplishments, and larning schemes appropriate to their demand and ability to grok the linguistic communication. Cognitive Academic linguistic communication Learning Approach ( CALLA ) . CALLA integrates linguistic communication development, content direction and expressed direction in larning schemes. Cognitive academic linguistic communication accomplishments are integrated in a multidisciplinary attack so that pupils learn linguistic communication construction that will assist them in the mainstream schoolroom. Functional Notional Approach. This attack links linguistic communication maps ( e.g. thanking, explain, apologising, measuring ) with grammatical impressions ( constructions needed to show a peculiar map ) . The accent is on communicative, non grammatical competency and is used to back up both societal and academic linguistic communication growing. A functional attack to linguistic communication development is used at JIS because a functional theoretical account of linguistic communication focal points on significance. It sees a resource of sharing information, developing thoughts, acquiring our demands and doing sense of the universe. At JIS there is accent on communicating for specific intents with peculiar audience in head. Community Language Learning Circle. This attack stresses the importance of turn toing pupils ‘ single demands and feelings. Language learning can take topographic point in the procedure of the treatment so that they have chances to pattern for covering with their schoolmates and instructors. However, alternatively of direct rectification, rephrasing and theoretical account restatements are most frequently used. Direct instruction of grammar and construction may besides be used when appropriate in a mini lesson format. Inquiry- Based acquisition. This attack promotes the thought that pupils are motivated to larn when they find an activity per se interesting and prosecuting. It encourages pupils to believe by oppugning the intent of their acquisition, doing meaningful connexion and pulling decisions. Multiple Intelligences. The construct of multiple intelligences encourages the creative activity of effectual acquisition environments through interdisciplinary surveies. Learning through music or motion, making three dimensional constructions, work outing jobs through logic and logical thinking, or understanding relationships between themselves and others, are all illustrations of dynamic springboards for linguistic communication acquisition. Surveies on Communication Skills of ESL Communication accomplishment is ability to show your ides clearly in address and authorship. Widdowson ( 1983:57 ) provinces that the purposes of linguistic communication instruction classs are normally defined in term of four accomplishments: speech production, understand address ( listening ) , reading and composing. Speaking is one of the ways to pass on, show your feelings, ideas, or sentiment in unwritten signifier. Bromley ( 1992:282 ) says that speech production is an expressive linguistic communication accomplishment in which the talker uses verbal symbols to pass on. Baker ( 2000 ; 34 ) states the speech production accomplishments is a productive accomplishments, because talker has to supply linguistic communication actively in order to pass on. Calderon ( 1988 ) ; Cohen ( 1986 ) ; Green ( 1991 ) and Kagan ( 1985 ) discuss that concerted acquisition is a dynamic scheme through which pupils develop lingual and academic accomplishments at the same time. Chamot & A ; O'Malley ( 1994 ) province Basic Interpersonal Communication Skills ( BICS ) or mundane colloquial linguistic communication accomplishments, differ in a figure of ways from cognitive/academic texts, and literacy plants, where as Developing Cognitive/Academic linguistic communication Proficiency ( CALP ) presents a different challenge for 2nd linguistic communication scholars than developing BICS. BICS is societal linguistic communication. It ‘s the linguistic communication kids use on the resort area and in insouciant conversation when speaking about personal experiences. Often pupils develop BICS eloquence rather rapidly and can see, on the surface, to expose greater linguistic communication proficiency that they really posses. The BICS features as followed: Universal facets of linguistic communication proficiency that are usually acquired by all native talkers of any linguistic communication. Colloquial linguistic communication eloquence ; included pronunciation, grammar, basic vocabulary ‘ Ability to understand and talk informally with friends, parents, instructors, schoolmates. Those linguistic communication accomplishments needed for mundane face-to-face communicating ; personal ; societal state of affairss. Contexts are non clear and by and large concrete Not demanding ; non much abstract believing ; becomes about mechanical/automatic. May take up to two old ages to develop in a 2nd linguistic communication. CALP is the more formal, academic linguistic communication required to pass on about abstract or complex thoughts. This is the linguistic communication needed for success in the class degree course of study content countries and the CALP features as followed: Those linguistic communication accomplishments associated with literacy and cognitive development. Success with tests and academic undertakings. Language accomplishments required to travel beyond ordinary societal communicating. Language accomplishments needed for concluding, job resolution, or other cognitive procedures required for academic accomplishment in topic matter/included those academic accomplishments needed to understand and show abstract constructs in the schoolroom such as literacy, job resolution, test-taking, concluding, argument, sentiment. Cognitively demanding, de contextualized. May take 5-7 old ages to develop in a 2nd linguistic communication. CALP developed in a first linguistic communication contributes to the development of CALP in a 2nd linguistic communication. Cummins ( 1979 ) has conceptualized this in footings of the linguistic communication usage ( from context-embedded to context-reduced ) and of the footings of the grade of cognitive engagement required for communicating ( from cognitively undemanding to cognitively demanding ) : Cummingss ( 1981 ) , Curtain and Pesola ( 1988, 1994 ) Degree of Difficulty Examples of Activities A ( less linguistic communication dependant ; cognitively undemanding ) Presentations Illustrations Following waies P.E. , music, art Face-to-face conversation Simple games Bacillus ( more linguistic communication dependant ; cognitively undemanding ) Telephone conversation written notes Oral or written waies for accomplishments already learned C ( less linguistic communication dependant ; cognitively demanding ) Manipulative-based math activities Science experiments Social surveies undertakings ( mapping ) Calciferol ( more linguistic communication dependant ; cognitively demanding ) Contented country accounts without diagrams or illustrations Mathematic word jobs without illustrations Explanation of new constructs Standardized testing The usage of ESOL plan that related to the betterment of communicating accomplishments of ESL pupils at JIS PIE campus. Nunan ( 1999 ) province communicating is a collaborative accomplishment in which the talkers negotiate significance in order to accomplish their ends. Therefore, a talker ‘s communicative success will be partially determined by the accomplishments of the other individual. In bettering communicating accomplishments of ESL pupils, ESOL plan works collaboratively with schoolroom the instructors. The activities in ESOL plan is following the lesson or subject that presents in the schoolroom, but in ESOL plan discuss or emphasis more about the diction. However the ESOL plan function more to bridge the ESL pupils into English. Krashen ( 1985 ) province pupils get linguistic communication when they are engage in an activity in which they do non experience pressured. Gallnick & A ; Chinn ( 1990 ) discussed how to do LEP pupils successfully get the English linguistic communication. They need to establish their instructional determination on sound, research-validated patterns that respect the person ; promote lingual and academic excellence ; and construct upon the pupils ‘ linguistic communication, civilization, old cognition, experiences, accomplishments, and endowments. Nathan birnbaums and Joyce ( 1997:134 ) place three sets of factors that decelerate the betterment of talking accomplishments of ESL pupils. It may be due to cultural factors that derive from scholars ‘ anterior acquisition experiences and the outlooks created by these outlooks. Linguisticss factors include troubles in reassigning from the scholar ‘s first languages to the sounds, rimes, and stress form of English, troubles with the native talker pronunciation of the instructor, a deficiency of apprehension of common grammatical forms in English ( e.g. English tenses ) and how these may be different from their ain linguistic communication, deficiency of acquaintance with the cultural or societal cognition required to treat significance. While psychical and affectional factors include civilization daze, old negative societal or political experiences, deficiency of motive, anxiousness or shyness in category. Bygate ( 1987:4 ) divided talking accomplishments into two sub acc omplishments: motor-perceptive and interaction accomplishments. Motor-perceptive accomplishment refers to the ability to comprehend, remember, and joint the cognition in the right order sounds and construction of the linguistic communication. Mackey ( 1965:266 ) in Bygate ( 1987:5 ) argues that in order to be good at speech production, one has to take the right signifiers and words, utilize them in the correct forms, be able to sound like a native talker and convey the right significance. This accomplishment can be developed through the speech production exercisings such as theoretical account duologue, pattern pattern, unwritten drill, expression and say exercisings, and unwritten composing. While interaction accomplishments refer to the ability to command the linguistic communication production and do picks such as doing determinations about communicating affecting what to state, how to state and develop it, how to keep the coveted dealingss with others, and so on. The non-native talkers need to be cognizant that the linguistic communication is tightly related to the civilization. They have to cognize what is accepted and non in the mark linguistic communication. As stated by Robinson ( 1991 ) , cited by Celce-Murcia et. Al ( 1995:25 ) in their article, that the acquisition of 2nd linguistic communication can non be separated with the acquisition of the 2nd civilization. Montgomery and Eisenstein ( 1985 ) supported that chances to pattern the linguistic communication in communicative state of affairss was of import for linguistic communication acquisition.Chapter IIIRESEARCH METHODOLOGYThe research inquiry in this survey Base on the background above, the research inquiries in this survey are: How is ESOL plan applied to ESL pupils at JIS? How does ESOL plan work in assisting ESL pupils at JIS to run into the school demand of academic linguistic communication proficiency? And What are the activities that the instructors do in the plan? In order to reply the inquiries above, this survey was designed as a descriptive analytical survey which applied interview and observation as the methods of the survey.3.1. Data Collection MethodsThe informations aggregation method involved the participant, clip and topographic point, instruments of the survey, and informations aggregation processs.3.1.1. Participant of the StudyAfter detecting several times in ESOL category, it was found that two instructors use the same scheme and attack in bettering communicating accomplishments of participants, while the other one merely concentrate on reading. The topics of these three ESOL instructors is every night reading books, while the two instructors who taught communications accomplishments, taught subject, word of the twenty-four hours, board games and analogy. These two categories are more merriment than the other one.Interview sourcesThe interview sources of the survey were the three instructors who taught ESOL and six ESOL pupils fro m class one that taken indiscriminately from the three categories. Burns ( 2002 ) notes that trying mistake is reduced by stratification for the sample can non differ from the population with regard to the stratifying factors. Stratified sampling is trying in which group within the population are each sampled indiscriminately because population can be divided on the footing of societal category rank, sex, degree of intelligence or degree of anxiousness. The three instructors as interview sources were besides the topics of the survey in the schoolroom observation.3.1.2. The Time and Place of StudyThe survey was conducted in ESOL categories at Jakarta International School Pondok Indah Elemenetary ( JIS PIE ) . The schoolroom observation was done from October 2006 to May 2007 while the interview was around January 2007 and May 2007.The Instruments of the StudyIn obtaining the information, the survey used schoolroom observation and guided interview as the instruments of the surveyClassroom ObservationClassroom observation was chosen as a agency of roll uping informations that is to acquire the information and description every bit exactly as possible by capturing important characteristics of verbal interaction in ESOL categories and description of schoolroom activities that relate to communicative characteristics or the usage of mark linguistic communication. Allen, Frohlich, and Spada ( 1984:223 ) note that the experimental classs are designed to capture important characteristics of verbal interaction in L2 schoolrooms, and to supply a agency of comparing some facets of schoolroom discourse with natural linguistic communication as it is used outside the schoolroom. It took topographic point in Jakarta International School Pondok Indah Elementary at Kamboja 24 and 25 faculties and was done from October 2006 to May 2007. The schoolroom observation of the instructor 1 ( ESOL1 ) was done from October 2006 to November 2006. For instructor 2 ( ESOL 2 ) the observation was done from January 2007 to February 2007, and teacher 3 ( ESOL 3 ) the observation was done from April 2007 to May 2007. The information recorded base on the Nunan ( 1993 ) about COLT strategy as reference below. All activities that the instructors did during the categories was recorded and noted on the observation notes ( field notes ) Lightbown and Spada ( 1993 ) found that schoolroom informations from a figure of surveies offer support for the position that form-focused direction and disciplinary feedback provided within the context of a communicative plan are more effectual in advancing 2nd linguistic communication acquisition. Chaudron ( 1988 ) identifies 84 different classs in the COLT ( Communication Orientation of Language learning ) . The COLT consists of the description of schoolroom activities, it consist of: the activity type, the participant organisation, the content, the pupil mode, and stuffs, and it relates to communicative characteristics such as the usage of the mark linguistic communication, information spread, sustained address, reaction to code or message, incorporation of predating vocalization, discourse induction, and comparative limitation to lingual signifier. The purpose of this strategy is to enable the perceiver to depict every bit exactly as possible. Classroom Observation Scheme:Table 1 QUESTIONS RELATING TO THE PRINCIPAL FEATURES OF THE COLT SCHEMEFeatureQuestionsPart A: schoolroom Activities 1a. Activity type 2a. Participant organisation 3a. Content 4a. Student mode 5a. Materials Part B: schoolroom linguistic communication 1b. Use mark linguistic communication 2b. Information spread 3b. Sustained address 4b. Chemical reaction to code message 5b. Incorporation of predating vocalization 6b. Discourse induction 7b. Relative limitation of lingual signifier What is the activity type -e.g. , drill, function drama, command? Is the instructor working with the whole category or non? Are pupils working in groups or separately? If group work, how is or organized? Is the focal point on schoolroom direction, linguistic communication ( signifier, map, discourse, sociolinguistics ) , or other? Is the scope of subjects wide or narrow Who selects the topic-teacher, pupils, or both? Are pupils involved in listening, speech production, reading, composing, or combination of these? What types of stuffs are used? How long is the text? What is the source/purpose of the stuffs? How controlled is their usage? To what extent is the mark linguistic communication used? To what extent is requested information predictable in progress? Is discourse extended or restricted to a individual sentence, clause or word? Does the middleman react to code or message? Does the talker integrate the predating vocalization into the his or her part? So scholars have chances to originate discourse? Does the instructor expect a specific signifier, or is there no outlook of a peculiar lingual signifier? Nunan, D. ( 1993 ) . Research Methods in Language Learning ( p. 99 ) . Cambridge University Press.InterviewInterview was chosen as a agency of roll uping informations that is to acquire more item information about how this plan works in bettering their communicating accomplishments. As Johnston ( 1985 ) said, the unwritten interview has been used by 2nd linguistic communication acquisition research worker seeking informations on phases and procedures of acquisition and Ingram ( 1984 ) said that it besides as a agency of measuring proficiency. Brown and Rodgers ( 2002 ) describe interview is done orally face to confront format on telephone or in groups and that is besides the most utile for detecting what the issues are in a peculiar study undertaking or even for happening out which inquiries should be asked. Hammersley & A ; Atkinson, 1983 ) province the interview format could be described as brooding. To minimise the research worker ‘s influence on what the interviewee said, but at the same clip the interview followed a model so that they covered certain cardinal countries identified in my ongoing related research and my reading of the literature. The inquiries asked in the interview were designed to arouse a big sample of vocalizations ( Spradley, 1979 ) . Participants were encouraged to reply at length. Initial inquiry largely open-ended and descriptive ( Spradley, 1979 ) , such as â€Å" Can you describe the typical part from ESOL plan for you † ? And â€Å" Do you run into some jobs with math and scientific discipline? Do the ESOL plan helps you in the category? â€Å" , and â€Å" Do you run into some jobs with your instructor and friends when you interacted with them or make they understand what you said and do you understand what they want? â€Å" , â€Å" How m ake you manage that? Structural inquiries ( Spradley, 1979 ) , such as â€Å" Could you give me other illustrations of jobs you have in the regular schoolroom. The interview was addressed around January 2007 and May 2007 to six ESOL pupils and for the three ESOL instructors, interview was taken at the same twenty-four hours with the schoolroom observation that is after the schoolroom observation done. There were 12 inquiries for pupils and 10 for instructors included 6 points for the constructs of ESOL, 2 points for the parts of ESOL and 2 for ESOL plan that related to communicating accomplishments betterment, prepared before carry oning the interview. The interview is to expect the possible failings of questionnaire as Burns ( 2002 ) described, who purposes there is no chance to get auxiliary experimental informations. Besides, the respondents ‘ motive for replying the questionnaire is unknown.Model for Analysis of Interview Data for TeachersMaterial Questions Concepts of ESOL ESOL parts ESOL plan plants related to the communicative accomplishments ( BICS and CALP ) betterment What is ESOL plan? Why do they hold to fall in the plan? And how? How the ESOL plan plants in placing advancement or failings of the pupils? What is BICS AND CALP? How do you develop pupils BICS and CALP? What stuff do you utilize for your category? What is ESOL model? What is the English linguistic communication proficiency criterion for ESOL pupil? How ESOL plan helps ESL to run into academically linguistic communication proficiency ( BICS and CALP ) Can you explicate it? How make you assist them in avoiding jobs in their content schoolroom such as: Manipulative-based math activities? Mathematic word jobs without illustrations? Science experiments? Explanations of new constructs? Maping undertakings? Standardized testing? What skills normally do ESOL pupils show first or survive? Reading, speech production, or composing? Spradley, J. P. ( 1979 ) . The Ethnographic Interview. New York: Holt, Rinehart & A ; Winston.Model for Analysis of Interview Data for pupilsMaterial Questions Concepts of ESOL ESOL parts ESOL plan plants in bettering communicative accomplishments ( BICS and CALP ) What is ESOL plan? Why do you hold to fall in the plan? Can you talk English now? Make you understand when your friends or instructors ask you to make something? Or can you explicate to them what you want or what you mean? Make you still have any jobs with English? Yes ( what is that? ) How ESOL plan helps you into English or what do you make in the plan? Can you depict it? Now, do you hold any jobs in making: Manipulative-based math activities? Mathematic word jobs without illustrations? Science experiments? Explanations of new constructs? Maping undertakings? Standardized testing? What can you make best? Reading, speech production, or composing? Spradley, J. P. ( 1979 ) . The Ethnographic Interview. New York: Holt, Rinehart & A ; Winston.Data Collection ProceduresThe informations were obtained through schoolroom observation and interview. Classroom observation of ESOL 1 category was conducted for two months ( October to November 2006 ) . Classroom observation of ESOL 2 Class was conducted for two months ( January to February 2007 ) and classroom observation of ESOL3 category was conducted for besides two months ( April to May 2007 ) .The instructors ‘ activities refering on learning learning stuffs and activities were recorded and noted. The information of the instructors ‘ activities that could non be obtained through entering were noted on the field notes. The informations could non be obtained through schoolroom observation were collected through interview. The interview were addressed to the three ESOL instructors and 6 ESOL pupils from grade one or beginner degree. The interviews of the three instructors were done after the schoolroom observation while the interviews for the six pupils were done from January 2007 to May 2007. The inquiries included in interview sheet were asked to all interviewees.3.2. Datas AnalysisData collected in this survey were analyzed by concentrating them into ESOL plan plants to accomplish academically linguistic communication proficiency of ESL that included learning larning scheme and attack, stuff and activities. In term of scheme and attack the informations were obtained to analyse what sort of schemes and approaches the instructors used to develop communicating accomplishments. In term of learning larning stuffs, the informations were obtained to analyse what sort of stuff s the instructors used to de velop pupils BICS and CALP so that they can last in their societal interaction and following the lesson in the category or making the appraisal ( test ) , whether the stuffs were reliable, who provided the stuffs, and troubles of acquiring the appropriate stuffs experienced by the instructors. In term of learning larning activities, the informations were used to depict schoolroom speech production, reading and composing activities promoted by the instructors Chapter IVDATA ANALYSIS AND RESULTS OF THE STUDYIn this chapter, the information analysis and the consequence of the survey will be presented in order to reply the research inquiry of the survey: How does ESOL plan work in assisting ESL pupils at JIS to run into the school demand of academic linguistic communication proficiency? What schemes and attacks, stuffs and activities instructors use and do in the plan? The information collected will analyzed by categorising them into three concerns of instructors ‘ activities which are learning larning scheme and attack, learning larning stuff and activities. The information besides involves the exposure and the treatment of the ESOL course of study and model.4.1. Datas Analysis4.1.1. The Activities of Teacher 1 ( ESOL 1 )Teaching Learning MaterialIn ESOL 1 category, when the instructor was learning a group grade one ( beginner degree ) , she merely focused on reading, but when she taught progress novice degree, she applied assorted activities for assorted linguistic communication accomplishments. From the interview she said that assorted activities for assorted linguistic communication accomplishments applied for all categories she taught. I: How do you develop your pupils ‘ BICS and CALP? And what stuff do you utilize for your category? ESOL 1: My category was non merely concentrating on reading accomplishments. To develop BICS, I gave cardinal words of the twenty-four hours. It bridged them in to basic societal interaction linguistic communication. Sometimes I gave them an synergistic board games or words games to do them pattern their societal interaction and normally I end the twenty-four hours with composing a diary. But on mundane observation of the ESOL 1 category for beginner degree ( rate one ) did non demo that phenomenon because the activities were ever the same. The stuffs that the instructors used merely taken from one beginning that was flat books from ESOL 1class library and there was non from any beginnings such as newspaper, magazines or cyberspace.Teaching Learning ActivitiesThe ESOL 1 instructor did different activities for progress novice degree, but for the novice degree she merely focused to reading. In novice degree she has 6 pupils for about 45 proceedingss. She opened the category with Silent reading. Students took the book base on their degree and read it by themselves for two times while ESOL 1 instructor merely working on her computing machine. This activity occurred approximately 5 to 7 proceedingss. Their degree book criterion was introduced by their schoolroom instructors. After that, the instructors announced Reading to Friend. Here they read each others for two times. At this clip, the instructor maintain working on her computing machine and in approximately 2 proceedingss she start joined the pupils and name one pupil to read it to her while her spouse joined to the other group. Then she asked approximately chief thought, plotting, characters, how the narrative begins and how the narrative terminal, who the favourite character in the narrative is and why do they like it, and sometimes she asked to recite the narrative. The activities so continued to the following phase that was Show and Tell. Here the pupils have to state a narrative about anything. It can be about an interesting journey, favourite plaything, an interesting thing that they merely bought or got, or everything that made them desire to portion with others while the instructor listens attentively and helps for some hard words. This activity focused on speech production. The point of hiting was how they told the narrative, confidently or get downing to be a confident talkers. This activity besides can non be applied to all pupils since the restriction of the clip. The findings show that ESOL1 teacher frequently assigned the pupils to work in braces foremost before inquiring them to work separately and the activities in this category show that the instructor merely focused on reading accomplishments and small spot to talking country. From the interview with 2 novices flat pupils ( rate one ) from ESOL1 category show that: I: what make you make in ESOL category? ESOL 1 s1: It so deadening, you know? Everyday we have to read and read after that Show and Tell. That ‘s all. I: nil else? ESOL 1 s2: No, nil else, every meeting like that. It ‘s so deadening. I hate to travel to the ESOL category.The Activities of Teacher 2 ( ESOL 2 )Teaching Learning MaterialIn ESOL 2 category, the instructor used many sorts of stuffs. For Discuss the Book, the stuff was from the degree book from her category library. For the Morning Words, she used the hard words from the book discussed. In Language Room, she wrote some sentences to bridge them in their societal interactions To Your Schoolmates, To Your Teacher and Teacher To you, such as ‘do you haveaˆÂ ¦ ( capable ) aˆÂ ¦today? ‘ , ‘what doesaˆÂ ¦ ( word ) aˆÂ ¦ mean? ‘ , ‘I do n't understandaˆÂ ¦ ( word ) aˆÂ ¦ ‘ , ‘hand in your prep tomorrow ‘ . For Language Deductions, she introduced some words that taken from the subject in their content schoolroom. For illustration the subject was about World of Work from Social Studies subjects in class one, af ter that she asked them to compose about the same subject on their writing diary and some of the board games.Teaching Learning ActivitiesIn ESOL 2 category, the learning acquisition activities were assorted. The instructor used different activities on different meetings ( 2 yearss a hebdomad ) . This was a little category with merely 3 or 4 pupils each session. Different with the ESOL category 1 the figure of pupils some times 6 individual ( 2 category of class one together ) . The ESOL 2 instructor opened the lesson with soundless reading for two times and so she called them one by one to show their book in Discuss the Book. Here the instructor sat together with the pupils and so she asked them about the chief thought, the character, how the narrative Begin, how the narrative terminal, plotting, the best portion of the narrative, and the hard words. Students worked separately. From here, she developed the hard words into Morning Word. She asked another pupil to construe the word and eventually she told them the significance. After Morning Word the lesson moved to Language Room. The instructor introduced some of the conversation linguistic communication that normally used in their societal interaction to their schoolmate or instructor. Students worked together and discussed the words ‘ significance and the instructor so when she found that her pupils reply was non right straight explained the significance. For the following lesson was Show and Tell, b ut sometimes they did Writing Journal or played a board game such as Parachutes and Ladders, Candyland, Uno, Yatzee, Clue, Sorry, Leggos, cards games, draughtss and cheat. Sometimes in some juncture she taught different activities than it was such as in for UN Day, Earth Day or Indonesian Week.The Activities of Teacher 3 ( ESOL 3 )Teaching Learning MaterialIn ESOL 3 category, the instructor used many sorts of stuffs. For Discuss the Book, she used book from the degree book in her schoolroom library. She used the hard words from the book discussed for the Morning Words. In Language Room, she discussed some sentences on the white board. For Language Deductions, she introduced some words that taken from the subject in their content schoolroom. For subject of the twenty-four hours, she prepares a brochure, light brown colour, tan colour, ruddy, tap, black and white of manilla documents, gum, markers, and scissors.Teaching Learning ActivitiesIn ESOL 3 category, the learning acquisition a ctivities were about the same with instructor ESOL 2. ESOL 3 category merely taught progress novice to intercede degree, so that the category activities were small spot higher than the other categories. The activities more about public presentation words such as public presentation verbs that based on the six Aspects of Understanding. They are: explain, interpret, apply, position, empathy, and self-knowledge. The instructor opened the lesson with Discuss the Book. Here the instructor asked them about the chief thought, the character, how the narrative Begin, how the narrative terminal, plotting, the best portion of the narrative, and the hard words. Teacher sat together with her pupils and helped them when they found any troubles. From here, she moved to topic of the twenty-four hours. They made A Rain cervid Puppet. She asked the pupils to do like the sample on the white board. After they finished the occupation, they are asked to make the brochure. The brochure was about how to do a Rain cervid Puppet. They have to compose the procedure of doing a caribou marionette, but they besides have to compose the ground why they have to make that activity.Teaching Learning ActivitiesActivitiesNightly ReadingDiscuss BookMorning WordssShow & A ; TellLanguage RoomLanguage DeductionAnalogyBoard GamesWriting JournalNovice ESOL 1. ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 Advance Beginner ESOL 1. ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3Consequences of the StudyThe findings showed that in ESOL plan ESOL squad works together with schoolroom instructors. In ESOL squad there are ESOL instructors, specializers, frailty rule and parents. The ESOL plan ends can be achieved because of this solid coaction and schemes, attacks and activities that are used in learning learning activities. In Using the plan ESOL 1 instructor, taught less assorted activities so that her pupils felt that ESOL 1 category was non fun, but tiring. It was supported from the interview with 2 of her pupils. When the research worker asked her about it in illegal interview that was at the terminal of the observation twenty-four hours, she answered that it was based on the demand of the schoolroom instructors. I: Ma'am, why do you learn beginner degree with less assorted activities and merely concentrate to one or two accomplishment? ESOL1: Oo, that was non as what I want. The schoolroom instructors ‘ required this. I merely followed to what they want. Make you understand? I: Sooner state, I got it ma'am. Thank you. And when the research worker asked about this to the schoolroom instructor, the schoolroom instructor said that she did n't necessitate anything from the ESOL instructor. If the manner ESOL 1 teacher taught like that the schoolroom instructors feel disagree as pupils have had that sort of activities in their regular schoolroom. ESOL 2 and 3 instructors look like more manageable. They applied about all schemes, attacks and activities of ESOL plan. The consequence from the interview to their pupils besides the same, that they feel happy for this category and the plan truly helped them in making the trials and appraisals in their regular schoolroom. The consequence for ESOL1, ESOL 2, ESOL 3 category in pupils betterments in their advancement study were about the same. The different merely showed on their day-to-day public presentation. ESOL 1 pupils in their regular schoolroom still met some jobs in making some topics. They still have n't improved their cognitive accomplishments because less of pattern in ESOL category before it besides means that they have n't truly avoided from the struggle in the schoolroom. But ESOL 2 and ESOL 3 pupils can make it swimmingly. They can avoid from the struggle in the schoolroom. The consequences described that the plan was non truly effectual if the instructors can non transform the accomplishments really good. Activity is one of the ways to pattern the accomplishments, so when a instructor used less assorted activities for some accomplishments, the learning accomplishments can non run into the instruction mark. In ESOL plan instance ; there was a solid coaction between ESOL instructors and schoolroom instructors in bettering communicative accomplishments of ESL pupils. Even though ESOL 1 category consequences were non truly good, it is still helped by the schoolroom instructors. Here, the schoolroom instructors were more active than the ESOL instructor. They used assorted activities and stuffs to hike their pupils ‘ accomplishments, but it does n't intend that the ESOL instructors can trust on them.Chapter VCONCLUSION AND RECOMMENDATION5.1 DecisionIn ESOL plan, ESOL instructors and schoolroom instructors have to do a good coaction in bettering their pupils ‘ accomplishments that is communicating accomplishments without it the plan end can non be achieved. The ESOL methods and attacks that are used at JIS to better Basic Interpersonal Communication Skills ( BICS ) and Cognitive Academic Language Proficiency ( CALP ) are Natural Approach is used for learning basic conversation. CA LLA attack is used to learn content direction and linguistic communication construction. Functional Notional attack is used to learn linguistic communication map that is focused on communicating. Community Language Learning Circle attack is used to learn the importance of turn toing pupils ‘ single demands and feelings. Inquiry-Based Learning attack is used to construct pupil ‘s motive in larning when they find activity per se interesting and prosecuting. And Multiple Intelligence is used to promote the creative activity of effectual acquisition environments through interdisciplinary surveies. Their coaction was non merely in placing the pupils ‘ failings, but besides the pupils advancement in some mark accomplishments. The ESOL instructors record their pupils ‘ advancement and study it to the schoolroom instructor. Here the schoolroom instructor supervised their pupils ‘ advancement and betterment. If under her supervising the pupils showed different from ESOL instructors ‘ study, the schoolroom instructors will discourse it once more with the ESOL instructors. All the stuffs that pupils got or learned in ESOL category were utile in their societal interaction and in making their undertakings, lessons and appraisals in their regular schoolroom. The subjects of the lesson in ESOL category followed the regular schoolroom course of study, so it is coherency between learning and the application. In Jakarta International School Pondok Indah Elementary all the ESOL instructors use assorted activities to better ESL pupils ‘ communicating accomplishments, but merely one ESOL instructor who was non making the same activities as the other ESOL instructors for all her categories. For beginner degree in ESOL 1, pupils merely faced reading and reading in all session at every meeting. Different from the other ESOL categories that are used assorted activities and stuffs in their instruction acquisition activities, these categories were more merriment than ESOL 1 category that the pupils felt deadening and did non enthusiast to travel to ESOL category and fall in the plan. All instructors promoted BICS and CALP betterment, but it can non be achieved with all ESOL instructors without working together with the schoolroom instructors. The mark learning accomplishments focal point for every instructor was besides different. Based on the category room observation, ESOL 1 instructor merely focused her learning larning on reading and talking accomplishments while the remainder focused on all accomplishments that are required more activities and stuffs in their instruction acquisition activities. Unfortunately, instructor who ever gives less assorted activities and stuffs does n't desire to open her head and repair her instruction scheme and attack. So at this clip, the ESOL plan ends can non successfully be achieved.5.2 RecommendationThe methods, schemes, attacks, stuffs and activities that are used in ESOL plan truly improved the ESL communicating accomplishments, and this is supported by the schoolroom instructors and the activities. It will ever be coherency because the ESOL course of study followed the regular schoolroom course of study. So that all the ESOL instructors have to use them in their instruction acquisition activities. The coaction between ESOL instructors and schoolroom instructors must be supported by the coaction among ESOL instructors. To accomplish the instruction mark, all instructors have to work together. The plan that are already applied and win for along clip, have to be supported. The ESOL instructor who did non use all the ESOL instruction methods, schemes and attacks have to repair her public presentation, so that the plan end of ESL pupils proficiency in BICS and CALP can successfully be achieved.