Challenges Faced by Teachers

Challenges Faced by Teachers Availability of resources for the students with literacy difficulties While most of the participants didnt have clear views about this question, the teacher brought to light the necessity to include i-pads and laptop to support SEN students (APPENDIX 3). In the researchers notes, there are some points made like, The only essential support for the students is obviously the teacher. Teaching assistants are consumed in the behaviour management of the class and it is a luxury for a student to receive prolonged support during the lesson. Obviously, there is no computer program that is supporting students currently. It is the teachers responsibility to improvise and provide his own resources for the students (APPENDIX 1). Availability of Time and Support There has been a recognition by one teacher that it is very challenging to completely focus their attention only to dyslexic students during the lesson, due to the lack of time and assistance. Classroom assistance specifically for dyslexic students is really a luxury that no school could afford, which could save (APPENDIX 3). Also, in researchers notes is stated that, The assistants help in the delivery of the lesson could save me time to support more efficiently the dyslexic students (APPENDIX 1). Differentiation Differentiation, based on the Training and Development Agency for Schools, is the process by which differences between learners are accommodated so that all students in a group have the best possible learning (Barlett, 2016, p.5). Differentiation can be met by using a variety of resources, tasks, groupings, outcomes and support for the students (Barlett, 2016). The evidence from the interviews suggests that a wide range of support is provided for dyslexic students. However, the researcher felt that, It is very difficult to plan and differentiate the lesson for every single student, and as a trainee, it is for me particularly difficult to find time in explaining the lesson to the teaching assistant(TA), which can lead to questions on whether responses from participants were actually realistic (APPENDIX 1). Training of the Staff All the participants commented that they received sufficient training to support the SEN students in the school. The SENDCO argued that schools staff are receiving continuous training to ensure that they know how to support the later, in all circumstances. Specifically, the staff know how to be looking specifically at key words, how to teach key words to students, how to check their knowledge, how to ask the students to create paragraphs, how to tap into the reading and support reading. Also, they are trained to be looking very carefully and do marking for spelling (APPENDIX 6). Co-Curricular Activities in School SENDCO made clear there are multiple activities that are designed to help dyslexic students including, enrichment activities, extra-curriculum activities, activities that include homework clubs, that can aid students who are not able to do independently their homework. She argued that, SEN students are always welcome to attend these weekly activities and be benefited (APPENDIX 6). However, there was a point raised by one Teaching Assistant stating that additional support can be provided. She argued that it would be wise for the school to make a greater effort in making Disabled and non-disabled learners learning together as this will help create new opportunities to build relationships (APPENDIX 5). Individual Learning Plan (IEP) To produce an effective IEP for students, it is crucial for parents, students and school staff should actively collaborate to investigate in depth the needs of the students and plan a strategy that will support the students effectively (NCSE, 2010). However, one of the major concerns from parents is that during the meeting with professionals their views are not usually highly regarded by the later (Pinkus, 2005). Except the fact that parents are being communicated about the inclusion practices of the school, in SENDCOs interview, evidence suggest that parents are not actively participating in the decision-making and assessment process. Therefore, including parents more in the decision-making process, would be of key importance. The profiles of the 2 selected students for observation The selection of the two students was mainly based on the fact the they were being taught by the researcher of this study. The researcher came in contact and consulted the class teachers and teaching assistants that were supporting him during his placement to discuss and ask permission for discussions that would specifically focus of these two SEN students. The 2 students had similar special educational needs and their names have been changed to ensure anonymity. Oliver is a boy in year eight who has difficulties with spoken language and retaining information (memory). Kelly is a girl in year eight, who has a mild learning disability, presenting many of the symptoms associated with Dyslexia. More information can be found in Appendix 7. Limitations The study was conducted during a 3-month period, from October to December 2016. As it has been mentioned in section 3.2 there has been a limitation of time, resulting in the reduction of the sample tank. Moreover, time restrictions led the researcher to the selection of only two students with similar needs. In addition, Jupp characterises the sampling technique of Opportunity Sampling, as the weakest sampling method. It is argued that the selection of the participants is considered as biased and is not accurately representing the actual, real world results (Jupp, 2006). Considering Reflexivity as stated in section 3, the researchers stay in his placement school along with his personal attributes, gave him the opportunity to select and interview only those four participants. Consequently, researchers subjectivity is acknowledged in the collection and interpretation of the data, as well as the discussion of the results. In general, findings are linking closely to the existing literature. The interviews are showing that staff is confident towards the inclusion policy of the school for the dyslexic students. However, the school can become more inclusive. Most the interviewees expressed the necessity for further assistance inside the classrooms and for further provision of resources. In addition, the researcher identified that there are severe time limitations for the teachers regarding lesson planning and differentiation. Therefore, there should be provided sufficient funding from the local authorities and government. Also, stronger links between teachers, teaching assistants, supporting staff and parents should be established. Last but not least, critical role to this venture should play the schools proactive leadership.

Organizational Conflict in Noahs Ark Preschool Essay -- Interpreting

Conflicts in an organization impact the employees and the organization itself in a variety of ways. It is a constant hindrance in organizational life due to conflicting goals between managers and workers. In definition, conflict is â€Å"the interaction of interdependent people who perceive incompatible goals and interference from one another in achieving those goals† (George 287). While most individuals perceive conflict as being a negative aspect in a working relationship, others believe it â€Å"allows the opportunity to release built-up tension, stimulate critical thinking, and strengthen relationships† (George 287). I extensively observed the conflicts at Noah’s Ark Preschool and found these conflicts to have both positive and negative effects on the organization and its employees. During my evaluation I focused on how conflicts emerged, how they were managed, and in what ways the organization could improve its conflict management skills. The first step in resolving organizational conflict is to consider the typical sources of conflict (Donais). The sources of conflict are infinite, but some are recurrent and persistent. Poor communication skills can stimulate conflict and lead to misunderstandings between employees or between employee and manager. While conducting my interview, I learned the director of Noah’s Ark, Regina, is frequently vague and inconsistent with instructions. One employee described a situation in which Regina allowed the employees to wear shorts one afternoon—which is against dress code— but disciplined them for wearing shorts the next day. In this situation, lack of communication and information from employer to employee caused a misinterpretation of rules the organization routinely abides by. A difference... ...; How Dangerous Can it Be?."  Yahoo Contributor Network. N.p., 3 Jan. 2011. Web. 28 Apr. 2014. Kuehner-Hebert, Katie. "Mismanaging Workplace Conflicts."  www.HREOnline.com. LRP Publications, 22 Aug. 2012. Web. 28 Apr. 2014. "Association for Conflict Resolution—Giving Voice to the Choices for Quality Conflict Resolution."  Association for Conflict Resolution. N.p., n.d. Web. 28 Apr. 2014. Segal, Jeanne , and Melinda Smith. "Conflict Resolution Skills."  Turning Conflicts into Opportunities. N.p., 1 Apr. 2014. Web. 28 Apr. 2014. Burrell, Bonnie. "Collaboration Toolbox || MODULE 1 > Conflict Management."Collaboration Toolbox || MODULE 1 > Conflict Management. N.p., 1 Jan. 2001. Web. 28 Apr. 2014. Dreu, Carsten K. W. de.. "Productive Conflict: The Importance of Conflict Management and Conflict Issues."  Using conflict in organizations. London: Sage, 1997. . Print.

Atomic Bomb – World War II

World War II is known for acts of heroism on both sides, as well as controversial decisions. One major event that has long been debated was the use of atomic bombs on Hiroshima and Nagasaki. The reason Japan was threatened by the U. S. with the Atomic bomb was to force them to surrender. The war would have taken much longer had an invasion been attempted. An invasion would have cost more lives for both sides than the bombings. The Allies were justified in dropping atomic bombs on Hiroshima and Nagasaki. The first reason the bombing was justified was that it was the most viable way to force the Japanese to surrender. The Allied offer of the Potsdam Conference on July 26, 1945 stating that the war would end only when the Japanese surrendered and gave up Emperor Hirohito. This offer was completely unacceptable to the Japanese, who, at the time, regarded their emperor as a god and declined the Postdam demands without thinking twice. President Harry S Truman was in a situation where he could not change the terms of the offer, because the American citizens wanted Hirohito imprisoned, if not executed after the bombing of pearl harbor. Changing the terms of the offer would also be regarded as a sign of weakness on the Americans' part, which was unacceptable during a time of war. After the crushing defeats of the U. S. over the Japanese at Iwo Jima and Okinawa were also very decisive battles that the U. S. won where the Japanese did not give up; showing there loyalty to their emperor and the fact that they wouldn’t give up. Meanwhile, as the U. S. was picking off all of the strategic islands around Japan, the Japanese were still building there defense up. This too proved they would not give up. Another reason that the Americans were justified in dropping the bomb was that it ended the war much more quickly than would an invasion. Many Americans had already been killed in the battles against Japan, and Truman’s main goals were to save American lives and get his troops home as soon as possible. The second of the two atomic bombs was dropped on Nagasaki on August 9, 1945 and the Japanese surrendered 5 days later on August 14, 1945. The alternative to the use of the atomic bomb, an invasion over land, had been scheduled for November 1 had the bombing not succeeded or had it been cancelled. This invasion could have dragged on for months, if not years. Japan also had no defense for the destruction of the cities. If they had no defense they would have to surrender ending the war early. The third, final, and most important reason the Americans were justified in dropping atomic bombs on Japan was that the bombings claimed far less lives than would have been taken during an invasion. Between the two cities, there was estimated to have been approximately 115,000 deaths as a result of the bombings. President Truman estimated that as many as one million American soldiers would have died in an invasion of Japan. Also the Soviet Union was about to invade Japan. This would cause the Soviets to have a lot of influence in the United States’ decisions in the far east. President Truman intended the atomic bomb to be a way to end the war at a minimum cost of American lives. The use of atomic bombs on Hiroshima and Nagasaki was a justified strategy on the Allies' part. A Japanese surrender was impossible due to the political landscape before the bombings. The war would have dragged on much longer had the bomb not been dropped and an invasion carried out instead. The bombings claimed fewer lives than an invasion would have. The bombing of Hiroshima and Nagasaki brought a decisive end to the Second World War, as well as beginning the nuclear age; changing the world forever.

Richard Howe - Royal Navy Richard Howe

Richard Howe - Early Life Career: Born March 8, 1726, Richard Howe was the son of Viscount Emanuel Howe and Charlotte, Countess of Darlington. The half-sister of King George I, Howes mother wielded political influence which aided in her sons military careers. While his brothers George and William pursued careers in army, Richard elected to go to sea and received a midshipmans warrant in the Royal Navy in 1740. Joining HMS Severn (50 guns), Howe took part in Commodore George Ansons expedition to the Pacific that fall. Though Anson eventually circumnavigated the globe, Howes ship was forced to turn back after failing to round Cape Horn. As the War of the Austrian Succession raged, Howe saw service in the Caribbean aboard HMS Burford (70) and took part in the fighting at La Guaira, Venezuela in February 1743. Made an acting lieutenant after the action, his rank was made permanent the next year. Taking command of the sloop HMS Baltimore in 1745, he sailed off the coast of Scotland in support of operations during the Jacobite Rebellion. While there, he was badly wounded in the head while engaging a pair of French privateers. Promoted to post-captain a year later, at the young age of twenty, Howe received command of the frigate HMS Triton (24). The Seven Years War: Moving to Admiral Sir Charles Knowles flagship, HMS Cornwall (80), Howe captained the vessel during operations in the Caribbean in 1748. Taking part in the October 12 Battle of Havana, it was his last major action of the conflict. With the arrival of peace, Howe was able to retain sea-going commands and saw service in the Channel and off Africa. In 1755, with the French Indian War underway in North America, Howe sailed across the Atlantic in command of HMS Dunkirk (60). Part of Vice Admiral Edward Boscawens squadron, he aided in the capture of Alcide (64) and Lys (22) on June 8. Returning to the Channel Squadron, Howe took part in the naval descents against Rochefort (September 1757) and St. Malo (June 1758). Commanding HMS Magnanime (74), Howe played a key role in capturing Ile de Aix during the former operation. In July 1758, Howe was elevated to title of Viscount Howe in the Irish Peerage following the death of his older brother George at the Battle of Carillon. Later that summer he participated in raids against Cherbourg and St. Cast. Retaining command of Magnanime, he played a role in Admiral Sir Edward Hawkes stunning triumph at the Battle of Quiberon Bay on November 20, 1759. A Rising Star: With the war concluding, Howe was elected to Parliament representing Dartmouth in 1762. He retained this seat until his elevation to the House of Lords in 1788. The following year, he joined the Admiralty Board before becoming Treasurer of the Navy in 1765. Fulfilling this role for five years, Howe was promoted to rear admiral in 1770 and given command of the Mediterranean Fleet. Elevated to vice admiral in 1775, he held sympathetic views pertaining to the rebelling American colonists and was an acquaintance of Benjamin Franklin. The American Revolution: As a result of these feelings, the Admiralty appointed him to command the North American Station in 1776, in the hope that he could aid in quieting the American Revolution. Sailing across the Atlantic, he and his brother, General William Howe, who was commanding British land forces in North America, were appointed as peace commissioners. Embarking his brothers army, Howe and his fleet arrived off New York City in the summer of 1776. Supporting Williams campaign to take the city, he landed the army on Long Island in late August. After brief campaign, the British won the Battle of Long Island. In the wake of the British victory, the Howe brothers reached out to their American opponents and convened a peace conference on Staten Island. Taking place on September 11, the Richard Howe met with Franklin, John Adams, and Edward Rutledge. Despite several hours of discussions, no agreement could be reached and the Americans returned to their lines. While William completed the capture of New York and engaged General George Washingtons army, Richard was under orders to blockade the North American coast. Lacking the necessary number of vessels, this blockade proved porous. Howes efforts to seal American ports were further hampered by the need to provide naval support to army operations. In the summer of 1777, Howe transported his brothers army south and up the Chesapeake Bay to commence its offensive against Philadelphia. While his brother defeated Washington at Brandywine, captured Philadelphia, and won again at Germantown, Howes ships worked to reduce the American defenses in the Delaware River. This complete, Howe withdrew the fleet to Newport, RI for the winter. In 1778, Howe was deeply insulted when he learned of the appointment of a new peace commission under the guidance of the Earl of Carlisle. Angered, he submitted his resignation which was reluctantly accepted by the First Sea Lord, the Earl of Sandwich. His departure was soon delayed as France entered the conflict and a French fleet appeared in American waters. Led by the Comte dEstaing, this force was unable to catch Howe at New York and was prevented from engaging him at Newport due to a severe storm. Returning to Britain, Howe became an outspoken critic of Lord Norths government. These views kept him from receiving another command until Norths government fell in early 1782. Taking command of the Channel Fleet, Howe found himself outnumbered by the combined forces of the Dutch, French, and Spanish. Adroitly shifting forces when needed, he succeeded in protecting convoys in the Atlantic, holding the Dutch in port, and conducting the Relief of Gibraltar. This last action saw his ships deliver reinforcements and supplies to the beleaguered British garrison which had been under siege since 1779. Wars of the French Revolution Known as Black Dick due to his swarthy complexion, Howe was made First Lord of the Admiralty in 1783 as part of William Pitt the Youngers government. Serving for five years, he faced debilitating budget constraints and complaints from unemployed officers. Despite these issues, he succeeded in maintaining the fleet in a state of readiness. With the beginning of Wars of the French Revolution in 1793, he received command of the Channel Fleet despite his advanced age. Putting to sea the following year, he won a decisive victory at the Glorious First of June, capturing six ships of the line and sinking a seventh. After the campaign, Howe retired from active service but retained several commands at the wish of King George III. Beloved by the sailors of the Royal Navy, he was called upon to aid in putting down the 1797 Spithead mutinies. Understanding the demands and needs of the men, he was able to negotiate an acceptable solution which saw pardons issued for those who had mutinied, pay raises, and the transfer of unacceptable officers. Knighted in 1797, Howe lived another two years before dying on August 5, 1799. He was buried in the family vault at St. Andrews Church, Langar-cum-Barnstone. Selected Sources NNDB: Richard Howe Napoleon Guide: Admiral Richard Howe