Group Reflection Group Process - 767 Words

Group Reflection Group My concept of what a group consist of is a story that needs to be told and heard from many people with similar issues or problems. The group is a tool to help each member to gain some insight on how they can change or make a difference in their lives for the future. I feel that a group is a place where new relationships can develop and to find self again. Group Process The group process is facilitated by a counselor by the process has to be done by the members. It can be easy or hard depending on the individual and how much they want to disclose about themselves. The process is measureable and goals are set to help guide the members to stay focus on what they need to work on. Therefore, there five stages to help guide the facilitator and the members. They are forming, storming, norming performing and adjourning. First they must understand how to achieve their primary task, the purpose they joined the group ( ). Next the members are identifying who is going to be on top or bottom. Meaning who is going to be the control hierarchy and who is going to be the quiet one. Each member attempts to establish his or her preferred amount of initiative and power ( ). The third phase a group is the development of mature group cohesiveness ( ). They are starting to build trust, increase morale and self-disclosure. Fourth, the group members are working the group and changes are occurring depending on the individual. Lastly, the group members are beginning toShow MoreRelatedReflection Of Group Counseling Process And Mental Health Group Activities829 Words   |  4 PagesA Reflection of Group Counseling Process and Mental Health Group Activities One might say the best teachers are the ones who go over and beyond the call of duty to assist their children. This idea could especially be proven true given the factors that are affecting the social and academic capabilities of the students we teach on a daily basis. One emerging, yet commonly overlooked factor is mental health. Mental health is one of those issues seen to be taboo in schools but is becoming a widespreadRead MoreInter-Professional Learning Reflection on Group Process1627 Words   |  7 Pages-Inter-professional Learning Reflection on group process Reflection summary Following completion of the above unit, I reflected on the group process (comprising 10 members of students from various allied health professions), considering my role in the group, how I related to others and the group in relation to the relevant theory. I have written this reflection using John’s Model For Structured Reflection (2000). Looking in During this unit, each group was given a task to design a campaignRead MoreReporting Studying senior social science subjects was the most influential factor which provided a1600 Words   |  7 Pagesfactor which provided a wonderful opportunity to discover my abilities and develop skills and confidence in critical thinking and systematic research processes. Especially, getting an A+ for a psychology report assignment and genuinely enjoying the process have given me a sense of competence in performing similar tasks such as planning and conducting experiments, analysing results, and evaluating research processes. After additional research, I became aware of various viable career paths associatedRead MoreReflection Of My Own Personal Development1637 Words   |  7 Pages1. Within Sports Coaching Literature, it has been established that reflection is a generic term for intellectual and effective activities, in which individuals examine their experiences, in order to develop new understanding and intrapersonal appreciation (Knowles, et al., 2006). Research in this field has advocated reflective practice as an approach to professional development which positively impacts coaching effectiveness (Cropley, et al., 2012). 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Directions: Answer the Pre-Reading questions using Chapter 5 Section 2 Guided Reading Notes. When finished, read the article The Looking Glass Self: Who Holds Our Reflections. ReadRead MoreUnderstanding A Relational Understanding Of Relational Relation With God And Community1325 Words   |  6 Pagesconcepts can be applied to the relational interaction of individuals of various ages and enhance the vocational discernment process. The next element of this definition has two features, (1) the reflective methods and practices and (2) the components aroused through reflection. A community and/or an individual could incorporate a vast array of methods and practices for reflection on vocation, God, and their relationships with God and neighbors. Traditional education methods, such as memorization, canRead MoreEssay about Integrating Science and Math Into The Classroom 1383 Words   |  6 PagesThis paper will also address how assessments promote student learning. 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A significant relationship is found between reflective writing and academic learning, as one can identify the need for self-development, critical review, awareness of individual functions and decisionsRead MoreEssay about Traditional Learning Content1378 Words   |  6 Pages2007, p. 84). It is important for adults to learn and teachers to aid in the success of each student, so the adult learner can feel accepted, respected and supported. The learning bond between the teacher and student evolve at this point. This reflection paper will help lend understanding to the adult learning environment and develop learning approaches to promote adult learning. Traditional Learning Content In the quest to earn my undergraduate degree I was required to take a Business Law class

Security Risk Mitigation And Implementation Of Safeguards

The purpose of this report is to provide security risk mitigation and implementation of safeguards to your company with the best practices. This report has been conducted by our company to include our personal recommendations on your physical and personnel security infrastructure. Informational analysis on your infrastructure has been completed and the following recommendations have been made; Physical Personnel Security Purpose: To explicitly provide a physical security infrastructure to safeguard informational data against breach of privacy, identity theft, and to include equipment, resources, and personnel within the organizational structure. All standards of implementation of physical security will follow the best industry practices, and mitigation will occur with upcoming changes. In accordance with the unique nature of data that is being protected, state and federal laws must be followed. Security Manager: To maintain full security awareness of the infrastructure, there needs to be a full-time security manager that manages the security policies, and implements changes into the organization with any security concerns that arise. He will be responsible for physical, and personnel resources, and will handle any inquiries regarding compliance with laws and regulatory statutes. Monitoring of employees to insure that no deviation of the policies have been made need to be a priority of the security profess ional. Access Control: Structural access and dataShow MoreRelatedThe Policy And Procedures For Implementation Of Selected Security Controls And Control Enhancement816 Words   |  4 Pagesthe MVAMC and related associated with families associated with Community Based Outpatient Clinic (CBOCs) and all security information that collected, transmitted, used, processed, stored, or disposed of by or under the direction of the staff or its contractors. b. 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Foundation’s Edge CHAPTER FIFTEEN GAIA-S Free Essays

GAIA-S Sura Novi now stepped into the control room of the small and rather old-fashioned ship that was carrying Stor Gendibal and herself across the parsecs in deliberate Jumps. She had clearly been in the compact cleaning room, where oils, warm air, and a minimum of water freshened her body. She had a robe wrapped about her and was holding it tightly to herself in an agony of modesty. We will write a custom essay sample on Foundation’s Edge CHAPTER FIFTEEN GAIA-S or any similar topic only for you Order Now Her hair was dry but tangled. She said in a low voice, â€Å"Master?† Gendibal looked up from his charts and from his computer. â€Å"Yes, Novi?† â€Å"I be sorrow-laden†¦Ã¢â‚¬  She paused and then said slowly, â€Å"I am very sorry to bother you, Master† (then she slipped again) â€Å"but I be loss-ridden for my clothing.† â€Å"Your clothing?† Gendibal stared at her blankly for a moment and then rose to his feet in an access of contrition. â€Å"Novi, I forgot. They needed cleaning and they’re in the detergent-hamper. They’re cleaned, dried, folded, all set. I should have taken them out and placed them in clear sight. I forgot.† â€Å"I did not like to-to†¦Ã¢â‚¬  (she looked down at herself) â€Å"offend.† â€Å"You don’t offend,† said Gendibal cheerily. â€Å"Look, I promise you that when this is over I shall see to it that you have a great deal of clothing – new and in the latest fashion. We left in a hurry and it never occurred to me to bring a supply, but really, Novi, there are only the two of us and we’ll be together for some time in very close quarters and it’s needless to be – to be – so concerned – about†¦Ã¢â‚¬  He gestured vaguely, became aware of the horrified look in her eyes, and thought: Well, she’s only a country girl after all and has her standards; probably wouldn’t object to improprieties of all kinds – but with her clothes on. Then he felt ashamed of himself and was glad that she was no â€Å"scholar† who could sense his thoughts. He said, â€Å"Shall I get your clothes for you?† â€Å"Oh no, Master. It be not for you. I know where they are.† He next saw her properly dressed and with her hair combed. There was a distinct shyness about her. â€Å"I am ashamed, Master, to have behaved so improperly. I should have found them for myself.† â€Å"No matter,† said Gendibal. â€Å"You are doing very well with your Galactic, Novi. You are picking up the language of scholars very quickly.† Novi smiled suddenly. Her teeth were somewhat uneven, but that scarcely detracted from the manner in which her face brightened and grew almost sweet under praise, thought Gendibal. He told himself that it was for that reason that he rather liked to praise her. The Hamish will think little of me when I am back home,† she said. â€Å"They will say I be – am a word-chopper. That is what they call someone who speaks – odd. They do not like such.† â€Å"I doubt that you will be going back to the Hamish, Novi,† said Gendibal. â€Å"I am sure there will continue to be a place for you in the complex – with the scholars, that is – when this is over.† â€Å"I would like that, Master.† â€Å"I don’t suppose you would care to call me ‘Speaker Gendibal’ or just†¦ No, I see you wouldn’t,† he said, responding to her look of scandalized objection. â€Å"Oh well.† â€Å"It would not be fitting, Master. – But may I ask when this will be over?† Gendibal shook his head. â€Å"I scarcely know. Right now, I must merely get to a particular place as quickly as I can. This ship, which is a very good ship for its kind, is slow and ‘as quickly as I can’ is not very quick. You see† (he gestured at the computer and the charts) â€Å"I must work out ways to get across large stretches of space, but the computer is limited in its abilities and I am not very skillful.† â€Å"Must you be there quickly because there is danger, Master?† â€Å"What makes you think there is danger, Novi?† â€Å"Because I watch you sometimes when I don’t think you see me and your face looks – I do not know the word. Not afeared – I mean, frightened – and not bad-expecting, either.† â€Å"Apprehensive,† muttered Gendibal. â€Å"You look – concerned. Is that the word?† â€Å"It depends. What do you mean by concerned, Novi?† â€Å"I means you look as though you are saying to yourself, ‘What am I going to do next in this great trouble?† Gendibal looked astonished. â€Å"That is ‘concerned,’ but do you see that in my face, Novi? Back in the Place of Scholars, I am extremely careful that no one should see anything in my face, but I did think that, alone in space – except for you – I could relax and let it sit around in its underwear, so to speak. – I’m sorry. That has embarrassed you.. What I’m trying to say is that if you’re so perceptive, I shall have to be more careful. Every once in a while I have to relearn the lesson that even nonmentalics can make shrewd guesses.† Novi looked blank. â€Å"I don’t understand, Master.† â€Å"I’m talking to myself, Novi. Don’t be concerned. – See, there’s that word again.† â€Å"But is there danger?† â€Å"There’s a problem, Novi. I do not know what I shall find when I reach Sayshell – that is the place to which we are going. I may find myself in a situation of great difficulty.† â€Å"Does that not mean danger?† â€Å"No, because I will be able to handle it.† â€Å"How can you tell this?† â€Å"Because I am a – scholar. And I am the best of them. There is nothing in the Galaxy I cannot handle.† â€Å"Master,† and something very like agony twisted Novi’s face, â€Å"I do not wish to offensify – I mean, give offense – and make you angry. I have seen you with that oafish Rufirant and you were in danger then – and he was only a Hamish farmer. Now I do not know what awaits you – and you do not, either.† Gendibal felt chagrined, â€Å"Are you afraid, Novi?† â€Å"Not for myself, Master. I fear – I am afraid – for you.† â€Å"You can say, ‘I fear,† muttered Gendibal. â€Å"That is good Galactic, too.† For a moment he was engaged in thought. Then he looked up, took Sura Novi’s rather coarse hands in his, and said, â€Å"Novi, I don’t want you to fear anything. Let me explain. You know how you could tell there was – or rather might be – danger from the look on my face – almost as though you could read my thoughts?† â€Å"Yes?† â€Å"I can read thoughts better than you can. That is what scholars learn to do and I am a very good scholar.† Novi’s eyes widened and her hand pulled loose from his. She seemed to be holding her breath. â€Å"You can read my thoughts?† Gendibal held up a finger hurriedly. â€Å"I don’t, Novi. I don’t read your thoughts, except when I must. I do not read your thoughts.† (He knew that, in a practical sense, he was lying. It was impossible to be with Sura Novi and not understand the general tenor of some of her thoughts. One scarcely needed to be a Second Foundationer for that. Gendibal felt himself to be on the edge of blushing. But even from a Hamishwoman, such an attitude was flattering. – And yet she had to be reassured – out of common humanity – He said, â€Å"I can also change the way people think. I can make people feel hurt. I can†¦Ã¢â‚¬  But Novi was shaking her head. â€Å"How can you do all that, Master? Rufirant†¦Ã¢â‚¬  â€Å"Forget Rufirant,† said Gendibal testily. â€Å"I could have stopped him in a moment. I could have made him fall to the ground. I could have made all the Hamish†¦Ã¢â‚¬  He stopped suddenly and felt uneasily that he was boasting, that he was trying to impress this provincial woman. And she was shaking her head still. â€Å"Master,† she said, â€Å"you are trying to make me not afraid, but I am not afraid except for you, so there is no need. I know you are a great scholar and can make this ship fly through space where it seems to me that no person could do aught but – I mean, anything but – be lost. And you use machines I cannot understand – and that no Hamish person could understand. But you need not tell me of these powers of mind, which surely cannot be so, since all the things you say you could have done to Rufirant, you did not do, though you were in danger.† Gendibal pressed his lips together. Leave it at that, he thought. If the woman insists she is not afraid for herself, let it go at that. Yet he did not want her to think of him as a weakling and braggart. He simply did not. He said, â€Å"If I did nothing to Rufirant, it was because I did not wish to. We scholars must never do anything to the Hamish. We are guests on your world. Do you understand that?† â€Å"You are our masters. That is what we always say.† For a moment Gendibal was diverted. â€Å"How is it, then, that this Rufirant attacked me?† â€Å"I do not know,† she said simply. â€Å"I don’t think he knew. He must have been mind-wandering – uh, out of his mind.† Gendibal grunted. â€Å"In any case, we do not harm the Hamish. If I had been forced to stop him by – hurting him, I might have been poorly thought of by the other scholars and might perhaps have lost my position. But to save myself being badly hurt, I might have had to handle him just a small bit – the smallest possible.† Novi drooped. â€Å"Then I need not have come rushing in like a great fool myself.† â€Å"You did exactly right,† said Gendibal. â€Å"I have just said I would have done ill to have hurt him. You made it unnecessary to do so. You stopped him and that was well done. I am grateful.† She smiled again – blissfully. â€Å"I see, then, why you have been so kind to me.† â€Å"I was grateful, of course,† said Gendibal, a little flustered, â€Å"but the important thing is that you must understand there is no danger. I can handle an army of ordinary people. Any scholar can especially the important ones – and I told you I am the best of all of them. There is no one in the Galaxy who can stand against me.† â€Å"If you say so, Master, I am sure of it.† â€Å"I do say so. Now, are you afraid for me?† â€Å"No, Master, except Master, is it only our scholars who can read minds and. Are there other scholars, other places, who can oppose you?† For a moment Gendibal was staggered. The woman had an astonishing gift of penetration. It was necessary to lie. He said, â€Å"There are none.† â€Å"But there are so many stars in the sky. I once tried to count them and couldn’t. If there are as many worlds of people as there are stars, wouldn’t some of them be scholars? Besides the scholars on our own world, I mean?† â€Å"What if there are?† â€Å"They would not be as strong as I am.† â€Å"What if they leap upon you suddenly before you are aware?† â€Å"They cannot do that. If any strange scholar were to approach, I would know at once. I would know it long before he could harm me.† â€Å"Could you run?† â€Å"I would not have to run. – But† (anticipating her objection) â€Å"if I had to, I could be in a new ship soon – better than any in the Galaxy. They would not catch me.† â€Å"Might they not change your thoughts and make you stay?† â€Å"No.† â€Å"There might be many of them. You are but one.† â€Å"As soon as they are there, long before they can imagine it would be possible, I would know they were there and I would leave. Our whole world of scholars would then turn against them and they would not stand. And they would know that, so they would not dare do anything against me. In fact, they would not want me to know of them at all – and yet I will.† â€Å"Because you are so much better than they?† said Novi, her face shining with a doubtful pride. Gendibal could not resist. Her native intelligence, her quick understanding was such that it was simple joy to be with her. That softvoiced monster, Speaker Debra Delarmi, had done him an incredible favor when she had forced this Hamish farmwoman upon him. He said, â€Å"No, Novi, not because I am better than they, although I am. It is because I have you with me.† â€Å"I?† â€Å"Exactly, Novi. Had you guessed that?† â€Å"No, Master,† she said, wondering. â€Å"What is it I could do?† â€Å"It is your mind.† He held up his hand at once. â€Å"I am not reading your thoughts. I see merely the outline of your mind and it is a smooth outline, an unusually smooth outline.† She put her hand to her forehead. â€Å"Because I am unlearned, Master? Because I am so foolish?† â€Å"No, dear.† He did not notice the manner of address. â€Å"It is because you are honest and possess no guile; because you are truthful and speak your mind; because you are warm of heart and – and other things. If other scholars send out anything to touch our minds yours and mine – the touch will be instantly visible on the smoothness of your mind. I will be aware of that even before I would be aware of a touch on my own mind – and I will then have time for counteractive strategy; that is, to fight it off.† There was a silence for long moments after that. Gendibal realized that it was not just happiness in Novi’s eyes, but exultation and pride, too. She said softly, â€Å"And you took me with you for that reason?† Gendibal nodded. â€Å"That was an important reason. Yes.† Her voice sank to a whisper. â€Å"How can I help as much as possible, Master?† He said. â€Å"Remain calm. Don’t be afraid. And just – just stay as you are.† She said, â€Å"I will stay as I am. And I will stand between you and danger, as I did in the case of Rufirant.† She left the room and Gendibal looked after her. It was strange how much there was to her. How could so simple a creature hold such complexity? The smoothness of her mind structure had, beneath it, enormous intelligence, understanding, and courage. What more could he ask – of anyone? Somehow, he caught an image of Sura Novi – who was not a Speaker, not even a Second Foundationer, not even educated grimly at his side, playing a vital auxiliary role in the drama that was coming. Yet he could not see the details clearly. – He could not yet see precisely what it was that awaited them. â€Å"A single Jump,† muttered Trevize, â€Å"and there it is.† â€Å"Gaia?† asked Pelorat, looking over Trevize’s shoulder at the screen. â€Å"Gaia’s sun,† said Trevize. â€Å"Call it Gaia-S, if you like, to avoid confusion. Gaiactographers do that sometimes.† â€Å"And where is Gaia itself, then? Or do we call it Gaia-P – for planet?† â€Å"Gaia would be sufficient for the planet. We can’t see Gaia yet, however. Planets aren’t as easy to see as stars are and we’re still a hundred microparsecs away from Gaia-S. Notice that it’s only a star, even though a very bright one. We’re not close enough for it to show as a disc. – And don’t stare at it directly, Janov. It’s still bright enough to damage the retina. I’ll throw in a filter, once I’m through with my observations. Then you can stare.† â€Å"How much is a hundred microparsecs in units which a mythologist can understand, Golan?† â€Å"Three billion kilometers; about twenty times the distance of Terminus from our own sun. Does that help?† â€Å"Enormously. – But shouldn’t we get closer?† â€Å"No!† Trevize looked up in surprise. â€Å"Not right away. After what we’ve heard about Gaia, why should we rush? It’s one thing to have guts; it’s another to be crazy. Let’s take a look first.† â€Å"At what, Golan? You said we can’t see Gaia yet?† â€Å"Not at a glance, no. But we have telescopic viewers and we have an excellent computer for rapid analysis. We can certainly study Gaia-S, to begin with, and we can perhaps make a few other observations. – Relax, Janov† He reached out and slapped the other’s shoulder with an avuncular flourish. After a pause Trevize said, â€Å"Gaia-S is a single star or, if it has a companion, that companion is much farther away from it than we are at the present moment and it is, at best, a red dwarf, which means we need not be concerned with it. Gaia-S is a G4 star, which means it is perfectly capable of having a habitable planet, and that’s good. If it were an A or an M, we would have to turn around and leave right now.† Pelorat said, â€Å"I may be only a mythologist, but couldn’t we have determined the spectral class of Gaia-S from Sayshell?† â€Å"We could and we did, Janov, but it never hurts to check at closer quarters. – Gaia-S has a planetary system, which is no surprise. There are two gas giants in view and one of them is nice and large – if the computer’s distance estimate is accurate. There could easily be another on the other side of the star and therefore not easily detectable, since we happen – by chance – to be somewhat close to the planetary plane. I can’t make out anything in the inner regions, which is also no surprise.† â€Å"Is that bad?† â€Å"Not really. It’s expected. The habitable planets would be of rock and metal and would be much smaller than the gas giants and much closer to the star, if they’re to be warm enough – and on both counts they would be much harder to see from out here. It means we’ll have to get in considerably closer in order to probe the area within four microparsecs of Gaia-S.† â€Å"I’m ready.† â€Å"I’m not. We’ll make the Jump tomorrow.† â€Å"Why tomorrow?† â€Å"Why not? Let’s give them a day to come out and get us – and for us to get away, perhaps, if we spot them coming and don’t like what we see.† It was a slow and cautious process. During the day that passed, Trevize grimly directed the calculation of several different approaches and tried to choose between them. Lacking hard data, he could depend only on intuition, which unfortunately told him nothing. He lacked that â€Å"sureness† he sometimes experienced. Eventually he punched in directions for a Jump that moved them far out of the planetary plane. â€Å"That will give us a better view of the region as a whole,† he said, â€Å"since we will see the planets in every part of their orbit at maximum apparent distance from the sun. And they – whoever they may be – might not be quite as watchful over regions outside the plane. – I hope.† They were now as close to Gaia-S as the nearest and largest of the gas giants was and they were nearly half a billion kilometers from it. Trevize placed it under full magnification on the screen for Pelorat’s benefit. It was an impressive sight, even if the three sparse and narrow rings of debris were left out of account. â€Å"It has the usual train of satellites,† said Trevize, â€Å"but at this distance from Gaia-S, we know that none of them are habitable. Nor are any of them settled by ‘human beings who survive, let us say, under a glass dome or under other strictly artificial conditions.† â€Å"How can you tell?† â€Å"There’s no radio noise with characteristics that point them out as of intelligent origin. Of course,† he added, qualifying his statement at once, â€Å"it is conceivable that a scientific outpost might go to great pains to shield its radio signals and the gas giant produces radio noise that could mask what I was looking for. Still, our radio reception is delicate and our computer is an extraordinarily good one. I’d say the chance of human occupation of those satellites is extremely small.† â€Å"Does that mean there’s no Gaia?† â€Å"No. But it does mean that if there is a Gaia, it hasn’t bothered to settle those satellites. Perhaps it lacks the capacity to do so – or the interest.† â€Å"Well, is there a Gaia?† â€Å"Patience, Janov. Patience.† Trevize considered the sky with a seemingly endless supply of patience. He stopped at one point to say, â€Å"Frankly, the fact that they haven’t come out to pounce on us is disheartening, in a way. Surely, if they had the capacities they were described as having, they would have reacted to us by now.† â€Å"It’s conceivable, I suppose,† said Pelorat glumly, â€Å"that the whole thing is a fantasy.† â€Å"Call it a myth, Janov,† said Trevize with a wry smile, â€Å"and it will be right up your alley. Still, there’s a planet moving through the ecosphere, which means it might be habitable. I’ll want to observe it for at least a day.† â€Å"Why?† â€Å"To make sure it’s habitable, for one thing.† â€Å"You just said it was in the ecosphere, Golan.† â€Å"Yes, at the moment it is. But its orbit could be very eccentric, and could eventually carry it within a microparsec of the star, or out to fifteen microparsecs, or both. We’ll have to determine and compare the planet’s distance from Gaia-S with its orbital speed – and it would help to note the direction of its motion.† Another day. â€Å"The orbit is nearly circular,† Trevize said finally, â€Å"which means that habitability becomes a much safer bet. Yet no one’s coming out to get us even now. We’ll have to try a closer look.† Pelorat said, â€Å"Why does it take so long to arrange a Jump? You’re just taking little ones.† â€Å"Listen to the man. Little Jumps are harder to control than big ones. Is it easier to pick up a rock or a fine grain of sand? Besides, Gaia-S is nearby and space is sharply curved. That complicates the calculations even for the computer. Even a mythologist should see that.† Pelorat grunted. Trevize said, â€Å"You can see the planet with the unaided eye now. Right there. See it? The period of rotation is about twenty-two Galactic Hours and the axial inclination is twelve degrees. It is practically a textbook example of a habitable planet and it is life-bearing.† â€Å"How can you tell?† â€Å"There are substantial quantities of free oxygen in the atmosphere. You can’t have that without well-established vegetation.† â€Å"What about intelligent life?† â€Å"That depends on the analysis of radio-wave radiation. Of course, there could be intelligent life that has abandoned technology, I suppose, but that seems very unlikely.† â€Å"There have been cases of that,† said Pelorat. â€Å"I’ll take your word for it. That’s your department. However, it’s not likely that there would be nothing but pastoral survivors on a planet that frightened off the Mule.† Pelorat said, â€Å"Does it have a satellite?† â€Å"Yes, it does,† said Trevize casually. â€Å"How big?† Pelorat said in a voice that was suddenly choking. â€Å"Can’t tell for sure. Perhaps a hundred kilometers across.† â€Å"Dear me,† said Pelorat wistfully. â€Å"I wish I had some worthier set of expletives on instant call, my dear chap, but there was just that one little chance†¦Ã¢â‚¬  â€Å"You mean, if it had a giant satellite, it might be Earth itself?† â€Å"Yes, but it clearly isn’t.† â€Å"Well, if Compor is right, Earth wouldn’t be in this Galactic region, anyway. It would be over Sirius way. – Really, Janov, I’m sorry.† â€Å"Oh well.† â€Å"Look, we’ll wait, and risk one more small Jump. If we find no signs of intelligent life, then it should be safe to land – except that there will then be no reason to land, will there?† After the next Jump, Trevize said in an astonished voice, â€Å"That does it, Janov. It’s Gaia, all right. At least, it possesses a technological civilization.† â€Å"Can you tell that from the radio waves?† â€Å"Better than that. There’s a space station circling the planet. Do you see that?† There was an object on display on the viewscreen. To Pelorat’s unaccustomed eye, it didn’t seem very remarkable, but Trevize said, â€Å"Artificial, metallic, and a radio-source.† â€Å"What do we do now?† â€Å"Nothing, for a while. At this stage of technology, they cannot fail to detect us. If, after a while, they do nothing, I will beam a radio message at them. If they still do nothing, I will approach cautiously.† â€Å"What if they do do something?† â€Å"It will depend on the ‘something. ‘ If I don’t like it, then I’ll have to take advantage of the fact that it is very unlikely that they have anything that can match the facility with which this ship can make a Jump.† â€Å"You mean we’ll leave?† â€Å"Like a hyperspatial missile.† â€Å"But we’ll leave no wiser than we came.† â€Å"Not at all. At the very least we’ll know that Gaia exists, that it has a working technology, and that it’s done something to scare us.† â€Å"But, Golan, let’s not be too easily scared.† â€Å"Now, Janov, I know that you want nothing more in the Galaxy than to learn about Earth at any cost, but please remember that I don’t share your monomania. We are in an unarmed ship and those people down there have been isolated for centuries. Suppose they have never heard of the Foundation and don’t know enough to be respectful of it. Or suppose this is the Second Foundation and once we’re in their grip – if they’re annoyed with us – we may never be the same again. Do you want them to wipe your mind clear and find you are no longer a mythologist and know nothing about any legends whatever?† Pelorat looked grim. â€Å"If you put it that way. But what do we do once we leave?† â€Å"Simple. We get back to Terminus with the news. – Or as near to Terminus as the old woman will allow. Then we might return to Gaia once again – more quickly and without all this inching along, and we return with an armed ship or an armed fleet. Things may well be different then.† They waited. It had grown to be a routine. They had spent far more time waiting in the approaches to Gaia than they had spent in all the flight from Terminus to Sayshell. Trevize set the computer to automatic alarm and was even nonchalant enough to doze in his padded chair. This meant he woke with a start when the alarm chimed. Pelorat came into Trevize’s room, just as startled. He bad been interrupted while shaving. â€Å"Have we received a message?† asked Pelorat. â€Å"No,† said Trevize energetically. â€Å"We’re moving.† â€Å"Moving? Where?† â€Å"Toward the space station.† â€Å"Why is that?† â€Å"I don’t know. The motors are on and the computer doesn’t respond to me – but we’re moving. – Janov, we’ve been seized. We’ve come a little too close to Gaia.† How to cite Foundation’s Edge CHAPTER FIFTEEN GAIA-S, Essay examples

Future Work Skilled Workforce and Productivity

Question: Discuss about the Future Work Skilled Workforce and Productivity. Answer: Introduction Employment is one of the most serious and primary concern which affects the students across the globe. There are present extensive working opportunities for the students globally. It is one of the biggest challenges for the students to possess all such qualities which are required for the job profiles. When there is discussion regarding the labor market it can be said that Australia possesses an improved status of the labor market on the economic aspects. And the markets satisfy the needs and requirements of the graduates by providing them various employment opportunities (Davidson, Timo and Wang, 2010). The following report will discuss about the labor market, its statistics, market data and information. The labor market is developing and extending rapidly with an up surging rate. The labor market of the retail industry is also explained through the organization named Coles. There are various challenges faced by the labor market in the retail sector as well as extensive changes have also taken place which the report will highlight. There are also several new trends which have taken place in the labor market of the retail sector which has changes the entire scenario of the sector and given rise to the employment rate. The final analysis of the retail labor market will be done by undertaking an interview with an employee of Coles Group. This interview will throw light over the present situation of the employees in the organization, past incidences associated with the labors or union, employment opportunities and satisfaction level of the employees. The report concludes with an overall analysis and a concluding statement. Labor Market of Australia The labor market of Australia is said to be improved and in a better economic status as the unemployment rate is continuously decreasing and people are seeking for jobs in a greater number. The Australian market provides extensive opportunities to the individuals and the students to have regular employment. There has been a sudden increase in the employment in Australia of approximately 37,400 jobs as per the report of labor market of Australia, December 2016. As well as there is a decrease of 6.1 percent in the unemployment of the country (Financial Times, 2016). According to the regional reports the unemployment rate in all the regions of Australia except Western Australia has experienced a decrease which shows the signs of positivity in the employment opportunities and the labor market of the country (Financial Times, 2016). Trend Estimates for November 2016: Increase in the employment 3,100 to 11,949,300. There is a decrease in the unemployment of 700 to 714,000. The participation as well as the rate of unemployment remianed intact i.e. 64.5 percent and 5.6 percent respectivey (Australian Bureau of Statistics, 2016). Recennt trends in the Labor market: the labor market of OECD ahs theire vital role in imptroving the employment rate of OECD. From the mid 2015, the labor market of Australia has strengthened. In the mid 2015, the unemployment rate was at its extend i.e. 6.2 percent which has dropped down to 5.7 petrcent in the 2016 May. Australia has been considered as one of the strongest natiin in the literacy level and skilled workforce. The highly skilled people have their secured jobs but the majot concern which is left over os on the indivoiduals or student of age group 15to 29 years old. As they do not have high skills therefore there are always serious concerns for this age group individuals regarding better employment opportunities (OECD, 2016). Labor market of retail industry of Australia Presently there are approximately more than 1.2 million people who are employed in the retail industry. Retail sector is recognized as one of the sectors which have employed the highest number of younger individuals of less than age of 45. The retail sector is also renowned for providing the graduates and individuals their first job. In almost all other industries there is an average of forty six percent of women workforce whereas in the Australia retail sector there are fifty six percent of women in the overall workforce. There are widely available part time working opportunities for the individuals in the retail sector so that the graduates can continue with their further studies or any other work (Australian Workforce and Productivity agency, 2014). Challenges faced by the industry The education and trainings one of the challenge faced by the industry as the maximum of the employees in the retail labor market possess low level of the qualifications and education. People just after their secondary schooling or post-school qualification join this sector in the need of job. And it is one of the challenges for the industry to take effective utilization of the higher education and trainings offered under the framework of career progression. Changes occurred in the industry in the last 5 years There are number of changes which have taken place in the industry in last few years which has impacted the demand for the labor and skills in a broader sense. The changes are the result of number of factors such as emerging technologies, sustainable practices, increasing competition, globalization, consumer preferences, economic situations and demographics of the nation. The Australian retail sector has huge opportunities because of development of Asia and the middle class of Asia as their demands and need for consumer goods are riding a an increasing rate (Jefferson and Preston, 2010). At the same time there are changes and difficulties arise because of increasing globalization as other global retailers are getting established in Australia and giving a tough co petition to the domestic retail market, the international retailers are also providing higher wages to the labor and facilitating them to switch over to their companies (Lawrence, Richards and Lyons, 2013). The most powerful change which has impacted the sector and the industry is the technological innovation. There are continuous technological innovations take place in almost all the operations of retail. The online retailing is one of the fastest growing aspects of the retailing operations (Nickson, et al., 2012). The consumers are facilitating towards online purchasing of the products and services. Therefore the need of individuals who are educated and techno-friendly are in much demand to handle these online operations. Because of the global recession there was a sudden decrease in the demand of products, employment as well as industries (Plumb, Kent and Bishop, 2013). But with the passageof time the circumstances changed and presently the retail sector is one of the fastest growing and developing sectors in the nation. One of the biggest changes which have impacted the retail sector and the labor industry is the change in the preferences of the consumers. The customers preferred buying of products from those companies who have higher sustainability and ethical recognition in the industry. Therefore the companies were required to have appropriate labor laws, environmental protection and ethical standards in the business. This forces the companies to pay adequate wages to the labor which improve the employment standards of the individuals (Hall and van den Broek, 2011). Development of the retail labor market In the last few years there has been experienced identified that there is increased development of the retail labor market. The companies are required to have ethical practices to be involved in the employment of the workers. There must be equity in employment, wages and working hours of the employees. The companies have been bind to use ethical and sustainable practices regarding the wages and shift hours of the employees as well as providing a safe and secure environment to the workers at the workplace. thus it has been analyzed that there are several developments which have taken place in the retail labor market for increasing the employment opportunities and growth of the sector as well as the employees (Dyster and Meredith, 2012). Analysis of labor market of retail industry through the operations of Coles Group Coles is one of the highly recognized and well established supermarket chains of Australia which is now a part of Wesfarmers supermarket chain. To understand the labor market of the retail sector, Coles is one of the most appropriate organization to be selected for getting the most likely and relevant information. The company provides employment to around 100,000 individuals and recognized as a viable source of employment. In the coming five years there are chances that the retail labor market will have a significant boom. The analysts forecasted that in the coming year there will be an increase of 8.9 percent in the employment in the retail sector and an increase of average of 1.7 percent every year (Richardson, n.d.). And Coles has its significant and vital role in the development of the labor market of Australia as well as providing number of employment opportunities to the individuals. The company has high ethical standards and code of conducts which give a safe and adequate work ing environment as well as opportunity to the employees to grow. Analysis of labor market through the interview conducted with an employee of Coles There has been conducted an interview with one of the employee at the sales and retailing department of Coles to know the in-depth information of the various trends and changes in the labor market. The interviewee has an experience of around two years at the organization. He is a well associated employee of the organization who is very well engaged in the retailing operations. There were few important questions which were asked to the employee such as regarding the present situation of the employees in the organization, any knowledge regarding past incidences associated with the labors or union, occurrence of employment opportunities and satisfaction level of the employees. The interviewee answers all these questions by sharing his personal experience. There was information provided by him regarding the present situation of the employees and the retail labor market. There are now increasing demand of the individuals who can handle either the front operations or the back-office operations. There is also need of individuals to handle the customer grievances both at the physical stores as well as online issues and queries. The retail market is offering extensive employment opportunities to the individuals to build their career in sales and marketing portfolio. There is continuous employment of new individuals in the organization at distinct stores of the company. The workers are also paid adequately both in the part time shift and in the full time shift as per their type of work (Giannikis and Mihail, 2011). The satisfaction level of the employees presently is also high in the organization as the wages provided are adequate as per the wages and labor laws. The shift hours are also flexible i.e. part time and full time and as per the various norms and governmental laws (Mitchell, et al., 2010). There are few past incidences taken place in the organization which shows that there were some labor issues at Coles in the past. The issues were related to unpaid wages, squat and unreasonable wages provided to the workers according to their work. But with proper strategies and practices the company solved all such issues and presently it holds a good position in the labor market. The individuals are seeking employment opportunities at the organization in a large number. Conclusion The labor market is always recognized as one of the highly dynamic markets across the globe. There are several changes which have occurred in the labor market before and after globalization. In the report it has been analyzed that there were several factors which impacted the labor market, the employment arte and the unemployment rate. From this report it has concluded that the retail sector is one of the most chief sectors which regulates and impacts the labor market (Billett, et al., 2011). This sector engages high number of individuals which ultimately results into positive change in the employment rate of the nation. From the analysis of the retail sector in contrast with the labor market it has been evaluated that there are several changes which have taken place in the sector because of innovative techniques, globalization and foreign competition. There has been selected Coles Group as it is one of the most renowned organization in the retail sector which pro des the most reliab le and specific information required to understand the labor market in the retail sector. The interview conducted with one of the employee of Coles has also provided enough information regarding the trends, employment opportunities, past incidences and changes in the labor market of the retail sector. From the overall analysis of the report it can be evaluated and concluded that for the graduates and other individuals there are several extensive employment opportunities available in the retail sector. The labor market of Australia provides huge growth opportunities to the students and the individuals. From the last few years it can be concluded that there are several changes occurred in the sector and the labor market which resulted to improvement in the employment opportunities and success of the labor market. References Australian Bureau of Statistics, 2016. 6202.0 - Labour Force, Australia, Nov 2016, NOVEMBER KEY FIGURES, Accessed on: 8th January, 2017, Accessed from: https://www.abs.gov.au/ausstats/abs@.nsf/mf/6202.0 Australian Government, 2016. Labor Market Information Portal, Accessed on: 8th January, 2017, Accessed from: https://lmip.gov.au/ Australian Workforce and Productivity agency, 2014. Retail workforce study, Pp.150, Accessed on: 8th January, 2017, Accessed from: https://www.serviceskills.com.au/sites/default/files/files/Publications/Retail%20workforce%20study_1.pdf Billett, S., Dymock, D., Johnson, G. and Martin, G., 2011. Overcoming the paradox of employers' views about older workers.The International Journal of Human Resource Management,22(06), pp.1248-1261. Davidson, M.C., Timo, N. and Wang, Y., 2010. How much does labour turnover cost? A case study of Australian four-and five-star hotels.International Journal of Contemporary Hospitality Management,22(4), pp.451-466. Dyster, B. and Meredith, D., 2012.Australia in the global economy: continuity and change. Cambridge University Press. Financial Times, 2016. What is going on in Australias labour market? Accessed on: 8th January, 2017, Accessed from: https://www.ft.com/content/4edc4ff8-9c8c-11e4-a730-00144feabdc0 Giannikis, S.K. and Mihail, D.M., 2011. Modelling job satisfaction in low-level jobs: Differences between full-time and part-time employees in the Greek retail sector.European Management Journal,29(2), pp.129-143. Hall, R. and van den Broek, D., 2011. Aestheticising retail workers: Orientations of aesthetic labour in Australian fashion retail.Economic and Industrial Democracy, p.0143831X11427592. Jefferson, T. and Preston, A., 2010. Labour markets and wages in Australia in 2009.Journal of Industrial Relations,52(3), pp.335-354. Lawrence, G., Richards, C. and Lyons, K., 2013. Food security in Australia in an era of neoliberalism, productivism and climate change.Journal of Rural Studies,29, pp.30-39. Mitchell, R., Gahan, P., Stewart, A., Cooney, S. and Marshall, S., 2010. The evolution of labour law in Australia: Measuring the change.Australian Journal of Labour Law,23(2), pp.61-93. Nickson, D., Warhurst, C., Commander, J., Hurrell, S.A. and Cullen, A.M., 2012. Soft skills and employability: Evidence from UK retail.Economic and Industrial Democracy,33(1), pp.65-84. OECD, 2016. How does AUSTRALIA compare? Employment Outlook 2016, Pp.2, Accessed on: 8th January, 2017, Accessed from: https://www.oecd.org/australia/Employment-Outlook-Australia-EN.pdf Plumb, M., Kent, C. and Bishop, J., 2013.Implications for the Australian economy of strong growth in Asia. Reserve Bank of Australia. Richardson, S., n.d. The Retail Labour Market, National Institute of Labour Studies, Flinders University, Adelaide, Australia, Pp.52, Accessed on: 8th January, 2017, Accessed from: https://www.flinders.edu.au/sabs/nils-files/reports/Retail_Labour_Market.pdf

A Guide To Building Workplace Integrity Essays

A Guide To Building Workplace Integrity Essays A Guide To Building Workplace Integrity Essay A Guide To Building Workplace Integrity Essay A guide to building workplace integrity Indicators and practice The Prevention and Education Unit of the Office of Police Integrity has It involves ethical leadership, active management and supervision, the right people, effective processes and confident professional reporting. In essence, building workplace integrity is about creating a workplace that fosters the development of high professional standards, and demonstrates the values of the organization. An ethical and professional workplace is the best safeguard against risks to integrity, including improper conduct, misconduct and corruption. With this in mind, this guide has been developed to help Victoria Police strengthen its workplace integrity. It will assist Victoria Police to: assess the management of workplaces identify particular strengths and weaknesses in current practice implement practical strategies to build and sustain workplace integrity. We would like to acknowledge the assistance of Victoria Police members of the police Reform Advisory Group in developing this guide, which is based on public sector resource produced by the Western Australian Corruption and Crime Commission. A guide to building workplace integrity Indicators and practice 4 How to use this guide Managers and staff are responsible for the integrity of their workplaces. However, managers and supervisors play an important role in shaping the ethical health of a workplace, and setting the right tone for staff. They work closely with staff and manage their performance and development. Managers are best placed to identify any current or potential integrity concerns and to proactively manage these in the workplace. This guide has been designed specifically for managers or members of the police service area management team (Inspectors, Senior Sergeants, Sergeants and leading Senior Constables who may be acting or performing management duties). It aims to help managers consider the ethical and professional standards of their workplace and to strengthen workplace integrity. As a manager, you can use this toolkit to assess and monitor workplace integrity. For example, you may want to assess the capacity of your station or unit to identify and manage misconduct risks, and then monitor this capacity by conducting regular assessments over time. Integrity monitoring may occur as part of the business planning of your team or unit (ii annual monitoring) or in response to changes to the workplace or team such as changes in staffing or work demands. This toolkit is structured around the assessment of five key areas considered fundamental to building ethical health: Ethical leadership: the extent to which managers lead by example and create a professional working environment for staff. Active management and supervision: the extent to which managers take responsibility for the team, and actively manage work performance. The right people: the extent to who ICC staff carry out their duties in accordance with the organ conations expectations of them. Effective processes: the extent to which risk management processes exist in the workplace, and are complied with by staff. Confident professional reporting: the extent to which internal reporting facilitates early detection and contributes to the continuous improvement of the organization. These five key areas are interrelated. When a workplace performs well in each, it indicates strong capacity to identify and manage integrity related issues. The Workplace Integrity Indicator consists of 25 statements divided into the five key areas. This section asks you to think about your workplace -? in particular, the way you manage staff and their performance and development, and the way your staff undertake their duties. 5 To assess the integrity of your workplace, indicate your level of agreement with each of the 25 statements on the five-point scale from (1 ) strongly disagree to (5) strongly agree. Once completed, you will have a useful indication of your current workplace strengths. You will be able to identify aerospace areas that need attention. In the Workplace Integrity Practice section, you are provided with some practical suggestions for achieving good practice within your workplace. It is important to note that the strategies recommended are not an exhaustive list. You may have some other ideas for improving workplace integrity or be guided by the material referred to in the Workplace Integrity Resources section. 6 Workplace integrity indicator Please indicate the extent to which you agree with the following statements. The next section of this guide provides some practical suggestions for threatening workplace integrity in each of these core areas. Strongly disagree agree Comments Ethical leadership My values are consistent with the organizational values of integrity, leadership, flexibility, respect, support and professionalism. Am a positive role model who acts with integrity and professionalism. Communicate the importance of professional and ethical conduct to my staff. Have the confidence and trust of my staff. My influence contributes to a professional working environment. 2 3 Active management and supervision take responsibility for the performance Of my team. SE the people management resources available to me to manage staff. Now my staff, what they do, and how they do it. Actively manage work performance issues as they arise. Support the continuous improvement of my staff. The right people My staff demonstrate the organizational values of integrity, leadership, flexibility, respect, support and professionalism. My staff are committed to achieving team and organizational goals in a professional way. My staff know what co nstitutes proper and improper conduct as a member of the organization. My staff act to prevent misconduct and improper behavior. My staff understand shared responsibility in the workplace: they feel valued and supported by Victoria Police, and in turn, value and support the organization. 7 Effective processes My workplace has effective systems and processes in place to identify and manage ethical risks. Communicate to staff the ethical risks within my workplace. Specific processes exist for those areas within my workplace that are associated with a high risk of misconduct and corruption. Monitor staff compliance to workplace policies and processes. Integrity and ethics are part of all education, training and practice in my workplace.

The eNotes Blog Nine Movies You Didn’t Know Had LiteraryOrigins

Nine Movies You Didn’t Know Had LiteraryOrigins 1. The Lion King (and its sequels) Don’t be fooled by the fur- Disney only superficially disguised Shakespeare’s Hamlet with adorable lion cubs. Scar, a.k.a. Claudius, murders his brother on the sly and takes his throne, leaving young Hamlet- er, Simba- to travel the circle of life alone and conflicted. Fortunately for Simba, Walt apparently didn’t make it to the end of Shakespeare’s masterpiece. The tensions lingering on Pride Rock in The Lion King 2 make an excellent stage for a furry version of Romeo and Juliet. And in the oddly delightful Lion King 1 ½, Timon and Pumbaa star in something a lot like Tom Stoppard’s absurd existentialist play, Rosencrantz and Guildenstern Are Dead (minus the dead part). 2. The Exorcist Did you know the scariest movie of all time was first the scariest book? The 1971 horror novel was adapted for the screen by its own author, William Peter Blatty. True to horror-writer form, Blatty says he based his famous story on real events and people. Father Merrin was a British archaeologist, and Regan was actually a boy living in DC in 1949. For details check out Blatty’s book on†¦well, his book: William Peter Blatty On The Exorcist From Novel To Film. 3. Forrest Gump This star-studded, award-winning 1994 movie was first a semi-popular 1986 novel by Winston Groom. The first Forrest wrote with grammatical errors, typos, and not infrequent (though generally goodnatured) swearwords. He also fit in a trip to space and a few years of forced residence with South American cannibals that Forrest 2.0 missed out on. 4. Pitch Perfect There are few movies that seem less likely to have been based on a book than Pitch Perfect, and fewer still you would bet were based on real events. You would have lost money, though, because the movie was inspired by GQ senior editor Mickey Rapkin’s Pitch Perfect: The Quest for Collegiate A Cappella Glory. True and hilarious story. 5. Mrs. Doubtfire Before Robin Williams brought the role to life in 1993, Mrs. Doubtfire was Madame Doubtfire, 1987 creation of British YA author Anne Fine. Unlike Mrs. Doubtfire, Madame Doubtfire never actually fooled any but the youngest child and Miranda; apparently makeup improved a lot in five years. 6. V for Vendetta The popular 2006 movie featuring a bald Natalie Portman and no visible part of Hugo Weaving was originally a graphic novel written by Alan Moore in the 1980s. Moore’s series was darker (yes, it’s possible) and favored an anarchist hero over a freedom-fighting one. 7. Clueless Beverly Hills doesn’t look anything like the English countryside, and plaid-miniskirted Alicia Silverstone looks even less like an early nineteenth century miss. But that’s exactly who she is: Jane Austen’s beloved Emma. Wealthy, spoiled schemers with hearts of gold, Cher and Emma both use their social cache to help others- and learn a thing or two in the process. 8. Die Hard What? John McClane is Bruce Willis. Bruce Willis is John McClane. One cannot exist without the other. Or can they? Apparently Die Hard isn’t even Die Hard, or at least it wasn’t in 1979 when author Roderick Thorp titled his thriller novel Nothing Lasts Forever picturing Frank Sinatra in the leading role. When Sinatra and Schwarzenegger both declined, Bruce Willis became Joe Leland- who in turn became John McClane. 9. Howl’s Moving Castle Hayao Miyazaki’s gorgeous film about Sophie, a shy young hat-maker pitched by a curse into the vain, charismatic Howl’s magical and chaotic world, was one of the most successful movies in Japanese history. But did you know it was first a popular fantasy novel written by British author Diana Wynne Jones? Novel and movie are a little different (Sophie goes to Wales!?)- but both are classics in their own right. *All images via Amazon.com

Reflection Journals Essay Example | Topics and Well Written Essays - 500 words

Reflection Journals - Essay Example Reflection. The above summary shows the importance of reducing lead poisoning. Lead poisoning can be avoided. Lead poisoning can be reduced to allowable levels. Lead poisoning can be acquired by inhaling lead that if floating in the air or eating lead-contaminated food. Sometimes people unknowingly drink lead from crystal clear tap water.Hazardous Effects of Lead Poisoning. Lead poisoning can destroy the average person’s health. The excessive intake of lead elements can hinder the development of the brain. Lead triggers the malfunctioning of the human nervous system and reduces the children’s intelligence capacity. Children are most susceptible to lead poisoning. The pregnant woman’s taking of lead elements will harm the fetus (Hembra, 2008). Government Must Act to Prevent Lead Poisoning. The government agencies cooperate to eradicate lead poisoning from the environment. The government’s environmental protection agency or EPA monitors and implements lead p oisoning programs. To help reduce lead poisoning incidences, the government agencies disseminate lead poisoning information to the public in order (Hemba, 2008).People should help eliminate Lead Poisoning. People should do their share to eliminate lead poisoning. To reduce lead poisoning, the parents must avoid lead-based jobs. The family should avoid lead-contaminated communities. The community must act to eliminate lead from entering the child’s body. The community leaders must distribute leaflets and other information on how to avoid being victims of lead poisoning.

Men and Women's tailoring 1935-1950 Essay Example | Topics and Well Written Essays - 1750 words

Men and Women's tailoring 1935-1950 - Essay Example This paper shall critically assess the effects of world events (around the time of 1930-1950) on both men’s and women’s tailoring, focusing on changing aesthetics in relation to gender. It shall also discuss the effects world events (like World War II) on women’s and men’s role and on lifestyle changes. The gender issues that were existent from 1935-1950 and how these issues changed the aesthetics of tailoring fashion shall also be discussed in this paper. Men’s fashion in the early 30’s was influenced by the Wall Street Crash of October 1929. Nolan (2005) discusses that, at about this time 8 million people were out of work in the United States. As a result, clothing was not prioritized over basic necessities. Clothing sales declined and many apparel businesses went out of business. The demand for Edwardian style clothes also declined. The tailors and clothing designers were forced to come up with a different style of dressing. Men’s suits were then designed to create the image of a large torso with shoulders squared with shoulder pads and sleeves tapered to the wrist. Peaked lapels formed a v-shaped chest. The double-breasted suit became popular and eventually gave way to the modern business suit (Nolan, 2005). In 1935, however, prosperity in the United States slowly returned. Prosperity also demanded a better design of the business suit. The ‘London cut’ was introduced to the fashion world at this p oint. Sleeves tapered slightly from shoulder to wrist, the pockets and buttons were high, the lapels were wide and pointed flaring from the top rather than the middle buttons, and flat rather than roll lapels completed the London cut business suit (Nolan, 2005). The London cut business suit underwent various changes to its style with the Windsor double-breasted and the Kent double-breasted suits making their way into men’s tailoring. Blazers also became a

How does the Media Impact Youth's Body Image and Self Esteem Research Paper

How does the Media Impact Youth's Body Image and Self Esteem - Research Paper Example Media includes the use of billboards, fashion designers, films, television, magazines, movies, newspapers, videos, radio, and websites. Due to excessive mass media exposure, there is a risk wherein the youth may or may not feel good about their body image (van Vonderen & Kinnally, 2012). In relation to the adverse psychological effects of mass media with regards to how a person feels about himself, this study aims to prove that mass media can either create a positive or negative impact over the youth’s body image and self esteem. Applicable to both male and female, this study will gather some peer-reviewed evidences to explore how mass media exposure could affect a child perception about what an ideal body is all about. Thesis Statement Either positive or negative, the media has a significant impact on youth’s body image and self-esteem. Literature Review A child is able to develop an ideal feminine beauty and a universally accepted masculinity through mass media exposu re (van Vonderen & Kinnally, 2012; Dittmar, 2009; Barlett, Vowels, & Saucier, 2008). Since the ideal masculine and feminine figure has been continuously portrayed in the media, the young adults are either consciously or unconsciously exerting too much effort to make their body image fit in either the ideal masculine or feminine figure (Nikkelen, Anschutz, & Ha et al., 2012; Dittmar, 2009; Barlett, Vowels, & Saucier, 2008). In relation to a strong identity, there is a link between having high levels of self esteem and a positive body image. Based on what the media is portraying, the ideal female body should be sexy, underweight, ultra-thin and lean whereas the ideal male body should be show a lot of muscles (Nikkelen et al., 2012; van Vonderen & Kinnally, 2012; Dittmar, 2009; Hobza & Rochlen, 2009; Barlett, Vowels, & Saucier, 2008). Aside from having lots of muscles, Hobza and Rochlen (2009) mentioned that a typical body image for men is often characterized by a having a lean and fit body image. As a result of stereotyping the ideal body image of men and women, people are unconsciously creating a new set of cultural standards with regards to the ideal body image. It means that more adolescent girls are developing the wrong belief that being extremely thin is the only way for them to become famous and socially accepted by other people (van Vonderen & Kinnally, 2012; Robles, 2009). Therefore, the number of unsatisfied and depressed youth increases over time. It is wrong to believe that the media can only affect the young adolescent girls when it comes to body image and self esteem. In the process of trying to make them fit in the universally accepted body image, a lot of men and women are becoming totally dissatisfied with their own body image (van Vonderen & Kinnally, 2012; Barlett, Vowels, & Saucier, 2008). The only differences between men and women is that men’s visual attention when watching another man’s body image on mass media is totally diff erent from how women’s visual attention is being caught by the media images (Nikkelen et al., 2012). This explains why more adolescent girls are affected by the media when it comes to appreciating their own body image. Even though it is more common for the adolescent girls to feel depressed, unhappy and unsatisfied with their body image as compared to the adolescent boys, the fact that there are some adolescent boys who are consciously becoming

Slow Learners In Malaysia Education Essay

Slow Learners In Malaysia Education Essay Abstract- Current trend indicate that learning through the use of application and courseware had become important teaching method. However, it is different case for slow learners. As most schools slowly adapting the more effective teaching method, they cannot keep up with the flow. Even though there are courseware developed for the slow learners, the courseware is far from fulfilling their specific needs. Statistic shows that in a US typical classroom there will be 3 or 4 slow learners. In areas of poverty and many low-income urban areas, the children per classroom who could be characterized as slow learners might be twice that number. The characteristic of the slow learners are often described as immature in relations, find it difficult to solve complex problem, work very slowly, can easily lose track of time, unable to perform long-term goals, and have poor concentration skills. However, they are very good with hands-on materials. This paper will present the development of coursewa re made to teach English for the slow learners. Keywords-component: courseware; slow learners; English; Introduction Background Slow learners are no longer rare cases in Malaysia. However, they are not categorized as people with special needs. Some might confuse the slow learners with dyslexia. However, both terms are different. Dyslexic will have difficulties in learning to read and write despite having same learning process and effort with others. For slow learners, they do not do well at schools or task that require extensive reading, writing, and mathematic but they perform great outside class especially in hands-on tasks. They will need extra time in completing the tasks given. Because of their characteristics, slow learners are always left behind as they cannot catch up with the learning process gone through by other kids. Even though new technology has been developed to enhance learning process, they are left out because it is not suited for their learning needs. This project is intend to enhance the English courseware specifically for the slow learners in way that will serve their learning needs which is different from other kids. The courseware will be focus on non-linear techniques to make it flexible and more conducive for the slow learners. As there is not much of courseware developed for slow learners, the product of the project will significantly bring the learning process for the slow learners into new level and brighten the hope for them to learn like normal kids. Problem Statement Teaching slow learners isnt same like teaching normal kids. Teaching them require different methods and approaches because of their characteristics. As learning process moving on taking advantage of computers and internet, slow learners are left behind because there are no specific learning applications for them that will suit their needs especially in critical subjects such as Science and Mathematic. There are lots of courseware in the market out there but it is too little in numbers and it is far from perfect. This new courseware to be developed will be a great tool for teacher to teach English to the slow learners because it will enhance whats already in the courseware and make it better. Objectives and Scope of Studies Objectives The objective of this project is to enhance the current English courseware from Mohd Izzat Helmi Bin Yahyas English Courseware for Slow Learners project and will be specifically designed for the slow learners so that the learning process will suit their needs. Because of their characteristics, the courseware will need careful designation.. The courseware will enrich English learning process which already in the current courseware and make it more interactive and flexible. Scope of Studies The project will involve the study of slow learner behavior and courseware development. The result of the study then will be analyzed to develop and enhancing cognitive skills training that will be integrated with the courseware so that the target to teach slow learners can be achieved. Target group of the courseware will be primary school student in Standard 4 to Standard 6 (10-12 years old). The courseware will be developed as a game to teach General English. Literature Review Game-Based Learning Marc Prensky (2003) says that since Pong is introduced in 1974, the unique expertise that game designers have honed to a superfine edge is player engagement: the ability to keep people in their seats for hour after hour, day after day, at rapt attention, actively trying to reach new goals, shouting with glee at their successes, determined to overcome their failures, all the while begging for more. Along with the new technology that had been developed in recent years, games had become more than just entertainment, it had evolve to become the medium of learning. In Digital Game-Based Learning (Prensky, 2001), explain that children nowadays are different from previous generation where they grow up with digital technology and their minds are changing to accommodate the technologies with which they spend more time. From there, it is clear that most children nowadays from different gender, ages and social groups spends most of the time with video games. Many experts see the values in video games as a medium of learning. Its true that this children love games more than schools but their attitudes toward games is the attitude of the learners; passionate, cooperative, and actively involve in problem-solving. Research by Zyda (2007) argue that computer games are an engaging medium for learning, since games can stimulate cognitive processes such as reading explicit and implicit information, deductive and inductive reasoning, problem-solving, and making inferences from information displayed across a number of screens To define game based learning will be quite complicated because there are several different opinion on the matter. Kirjavainen(2009) define game-based learning as field of research and game design based on observations that play, structured or unstructured, conditions the human brain for transformation and learning. Wee Hoe Tan(2008) defines game-based learning as form of learner-centered learning that uses electronic games for educational purposes. However, the concept of game-based learning is still the same; the use of game with the defined learning outcomes for the purpose of learning. Kasvi (2000) lists the seven requirements for effective learning environment as: Provide a high intensity of interaction and feedback; Have specific goals and established procedures; Be motivational; Provide a continual feeling of challenge, not too difficult to be frustrating nor too easy to create boredom; Provide a sense of direct engagement on the task involved; Provide the appropriate tools that fit the task; and Avoid distractions and disruptions that destroy the subjective experience. Kasvi (2000) suggests that computer games fulfill all of these requirements and believes that they satisfy them better than most other learning mediums. By looking at how the Western world had utilized game as learning module in classroom, it proves that the statement is true. R.V. Eck(2006) explain that games like Civilization, SimCity 4, Cruise Ship Tycoon, and Roller Coaster Tycoon had already been implemented in classroom. People might be skeptical at first glance. All these games have prove them wrong. For example, in Roller Coaster Tycoon students build roller-coasters to different specifications, which is what engineers should do. By extending the gameplay with basic learning process like calculus physic knowledge, it will make a valuable learning experience. Slow Learners in Malaysia In Malaysia, dyslexic children had begin to receive attention when MyLexics, a courseware to help the dyslexic learn basic Malay language is introduced (Haziq, 2009). However, its a different story for the slow learners. In fact, there are cases reported where slow learners are left behind in the classes (NST, 2008). Cases like this shouldnt happen because even though they are weak in study they are definitely very good in other aspects. Even worse, One in every three juvenile delinquent in integrity school in prison or detention centers displays learning difficulties including being slow learners. (The Star, 2008) Many believe that if these youth not identified and helped will cause them to end up as criminals. Most of them tend to drop out of schools and vulnerable to negative influence because of the problem they facing. Overcoming the Weaknesses Research by LearningRX(2006) argue that weak cognitive skills are the cause of learning disabilities such as dyslexia and slow learning. Important skills such as concentration, perception, memories and logical thinking are not as good as other normal people which make reading, writing, and thinking more difficult. However, this weakness can be improved through specific training and testing. Mel Levine (2008) explain that how Kitty Hawk Elementary School in North Carolina America had implied School Attuned Program using the Neurodevelopmental Profiles where all students with different cognitive skills can learn. Lisa Galleli, a teacher at Kitty Hawk describes her management plan for one such students as He had significant graphomotor weaknesses with spelling and writing. But he really shined in his social skills and that made all the difference in the world. He was also good at math and problem solving. We use his strength who keep him motivated with success while tackling his writing problem. The result had proved that it is not impossible to overcome the weakness. Neurodevelopmental Profile is researched and synthesized by Mel Levine and his colleagues consist of 8 constructs that are: Table 1: 8 constructs of Neurodevelopmental Profiles Attention This includes the ability to concentrate, focus on one thing rather than another, finish tasks, and control what one says and does Temporal-sequential ordering Whether its being able to recite the alphabet or pushing a response button on Jeopardy, being able to understand the time and sequence of pieces of information is a key component of learning. Spatial ordering The ability, for instance to distinguish between a circle and square or to use images to remember related information Memory Even if people are able to understand, organize, and interpret complex information at the moment, their inability to store and later recall can dramatically affect their performance. Language Developing language functions involves elaborate interaction between various parts of the brain that control such abilities as pronouncing words, understanding different sounds and comprehending written symbols Neuromotor functions The brains ability to coordinate motor or muscle function is key to many area of learning, including writing and keyboarding. Social cognition One of the most overlooked components of learning is the ability to succeed in social relationship with peer pressure. Higher-order cognition This involve the ability to understand and implement the steps necessary to solve problems, attack new areas of learning and think creatively. By realizing that every human have some strong functions and some weak ones, Mel Levine found that it is possible to describe each individuals unique mix of strength and weaknesses. Using the right method in developing the courseware and the right approach for the slow learners, it is not impossible that this courseware will be definitely help them. Formative VS Summative Evaluation In order to gather data for the enhancement of the courseware, an assessment need to be done. There are two methods to be used; formative evaluation and summative evaluation. According to H.L Roberts(2009), formative evaluations also known as developmental or implementation evaluation assess what works and what does not work about a particular activity or project as it is happening. It is used to assess the value of a project as it is taking place to determine how it can be improved. The method use in formative evaluation is the same like other assessment which include survey, interview or data collection. This type of evaluation relies on qualitative data that is how participants felt about the process as well as quantitative data, such as charts or test scores. Formative evaluation typically involves a small group of users and participants in the project being evaluated. Participants in formative evaluations look not just at the goals of the process and whether those goals are achieved but also at the process itself and where that process is a successful one or not. Even though this type of assessment is quite complex, there are benefit in it. It allow early identification of potential problem in the subject of assessment. Moreover, it can be a good way of gauge the user perception on the subject because it rely on user feedback. As for summative evaluation, Fox Valley Technical College(2007) describe it as process that concerns final evaluation to ask if the project or program met its goals. It is cumulative in nature. It concentrates on learner outcomes rather than only the program of instruction where the aim is to determine the users mastery and understanding of information, concept, skill or process. Ongoing summative assessment represents important tools for monitoring the progress across time. There are various method of summative assessment such as demonstration, licensing, internship, portfolio or clinical. Summative evaluation is typically quantitative, using numeric scores or letter grades to assess learner achievement. In a sense, it lets the learner know how they did and how good they are However, theres more to it. By looking at how the learners did, it helps to know whether the product teaches what it is supposed to teach and how efficient it is. Here the courseware will be using formative evaluation method. By using formative evaluation, the current English courseware functionality can be assessed to find out whether its working to perfectly or not.. Even if the courseware is working properly, it wont fulfill its objectives if the user (in this case student) dont like it or having problem in using it. By using formative evaluation method, user feedback can be recorded and area of improvement can be found. In conclusion, formative evaluation method will assess the courseware from two perspectives; the courseware functionality and user feedback. Both will greatly help in the enhancement process of the current courseware. Methodology Throw-Away Prototyping The methodology chosen for the project would be Throw-Away Prototyping. Dummy prototype, which is presentational only will be developed. Thorough analysis will be done before first dummy prototype is developed to ensure the prototype have enough details representing real working system. From there, the dummy prototype will be shown and tested with the user to get feedback and identify additional requirement. The next prototype will be developed until it really visualize real working system. When it is ready and all issues are resolved, it will be implemented as fully-functional system. Figure 1: Throw-Away Prototyping Planning The planning phase is the crucial one in developing the project. First thing to be considered is how the project will be developed. For that, the Gantt Chart for the project is build so that each project milestone during the one year of the project can be tracked. Other than that, research is made to find suitable tool to be used for the development of the project. As the project intended to enhance the current courseware, research also made to identify suitable test subject to try the current courseware. Initial Analysis During this phase, the test scenario is developed and interview as well as questionnaire is build to get data from the target school. Data is gathered as much as possible which also include slow learner syllabus in school and from there thorough analysis is done. The purpose is to identify strengths, weaknesses, area of improvement and what to be done for the enhancement process. Prototype Building After all analysis has been done, the design of the courseware begins. A sketch is done to get the overview of new courseware to be developed. The sketch will gone through refinement to integrate the content and multimedia elements (animations, flow of information, etc). The details of the design will be recorded. After all details completed, the development of the prototype begin. When the dummy prototype is complete with all required features, it will then tested at the school to find whether it visualize all the issue that should be addressed. If further refinement is required, the dummy prototype will continuously be build until all requirements is complete. Implementation After all requirements had been fulfilled and the dummy prototype is really visualizing the courseware, it will be declared to be complete and real working courseware will be implemented. Research Methodologies To get all the information required, two research methodologies will be chosen that are: Interview: An interview is conducted with the respective teacher of the school. A test scenario will be deployed to the student using the current courseware along with the interview. This is part of formative evaluation that will test the functionality of the courseware and gauge the user on how they use the courseware. The objective is to identify the strengths and weaknesses of the current courseware and find the area of improvement. Questionnaire: The interview and questionnaire will be done with the respective teacher to gain in depth details of how slow learners learn and gain all relevant data which will be reference in developing the new courseware. Result Discussion Requirement Gathering Interview In the way of gathering data required for the enhancement of the English courseware, an interview is conducted with Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf who is also the English teacher for Special Education Department. Using the current courseware made by Mohd Izzat Helmi B Yahya, a test scenario is deployed where the goal is to identify the strengths and the weaknesses of the courseware so that the result found can be implemented during the development of new English courseware. The test scenario will verify the conditions and steps taken in using the courseware sample to get the result for further analysis. Three slow learner students from Sekolah Kebangsaan Sultan Yusuf take part in the test scenario. Below are the details of the three students: Respondent 1 A 12 years old boy and is preparing for his UPSR next year. He falls into the category of normal slow learner. His performance in the class is very good. He has the basic skills of using computer which make him able to use the sample courseware properly. Respondent 2 A 12 years old boy. He falls under the category of slow learner and Syndrom Down. He has the basic skills of using computer which make him able to use the sample courseware properly. Respondent 3 A 7 years old boy. He just started his school early this year. He is the most challenging student because he falls under the ICU slow learners category. Moreover, he doesnt have basic skills of using computer which make the test scenario more difficult to be performed. The purpose of choosing these three students is to observe how different categories of slow learners make use of and react to the courseware. Basically, all the student use the courseware in the same way depends on their knowledge and skills about computer. Below is the summary of result from the test scenario done with all three students. Table 2: Summary of test Scenario Result No Simulation Date Action and Data Expected Result Actual Result 1 12 Apr 2010 Launch the courseware interface Courseware interface appear successfully 2 12 Apr 2010 Launching topic 1 Topic 1 launched successfully 3 12 Apr 2010 Launch Learn from topic 1 menu Learning module appear successfully 4 12 Apr 2010 Checking audio for topic one Audio working successfully 5 12 Apr 2010 Checking synchronization of audio and visual flows. Audio and visual is synchronized Flow of audio and visual is too fast 6 12 Apr 2010 Click the button Play Again for topic 1 learning module Audio and visual replay 7 12 Apr 2010 Launch Exercise for topic 1 Exercise launched successfully Exercise for Topic 3 about colors appear 8 12 Apr 2010 Performing exercise about numbers Exercise done successfully Exercise cannot be performed because exercise for colors appear 9 12 Apr 2010 Click the button Play Again for topic 1 exercise Exercise can be redo Exercise appear is not for topic 1 10 12 Apr 2010 Launching topic 2 Topic 2 launched successfully 11 12 Apr 2010 Launch Learn from topic 2 menu Learning module appear successfully 12 12 Apr 2010 Click and hover on the images of the body parts Audio and visuals working to describe the images Audio working only if cursor is hovered on the image. When image clicked, nothing happened 13 12 Apr 2010 Launch Exercise for topic 2 Exercise launched successfully 14 12 Apr 2010 Drag the words into the respective body part Words dragged successfully Because there are some input of the exercise not in the learning module of topic 2, student get confused easily 15 12 Apr 2010 Click the button Play Again for topic 1 exercise Exercise can be redo 16 12 Apr 2010 Launching topic 3 Topic 1 launched successfully 17 12 Apr 2010 Launch Learn from topic 3 menu Learning module appear successfully 18 12 Apr 2010 Click and hover on the images of the color. Audio and visuals working to describe the images Audio appear when the image is clicked. When it is hovered nothing happened 19 12 Apr 2010 Launch Exercise for topic 3 Exercise launched successfully 20 12 Apr 2010 Dragging each color into the respective jar. Each color dragged successfully 21 12 Apr 2010 Return to courseware interface from any point of the courseware Courseware interface appear successfully Other that that, Pn Khadijah says that , the teaching syllabus and method are different from the mainstream syllabus. They use preschool syllabus in their learning modules However, if they show good performance the teacher will prepare them to be in national examination like UPSR. More information about the interview will be explained in the next section below. Questionnaire In order to get in-depth details of requirements of the courseware to be developed, interviews and questionnaire is conducted with the respective teachers of the schools. This is important because not all required data can be acquired through the test scenario assessment. The teacher answering the questionnaire is Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf. She has years of experience in teaching slow learners especially in English subject. Pn Khadijah is given the overview of the current English courseware and then she is given the questionnaire. Below is the result of questionnaire answered by the teacher: Data Analysis From the interview and questionnaire conducted with students and teacher of Sekolah Kebangsaan Sultan Yusuf, there are several issue should be addressed about the current English courseware and also what can be improved for the courseware to be developed: Flow of audio and visual must be synchronized and not too fast because slow learners couldnt catch up if its too fast For unknown reason, exercise for Topic 1 that should cover about numbers is replaced with exercise from Topic 3 which is about colours results in having two exercises about colours and the absences of exercise about number. The instruction is different than what can be done in the learning module. For example the instruction of topic 2 says to click the image to hear the audio. But instead, the audio only appear when cursor is hovered on the image. Nothing happened when it is clicked. Input of the exercise should be the same as what it appears in the learning modules to avoid confusion for slow learners. For example, the input of the exercise for topic 2 includes the stomach part even though it is not taught in the learning modules. Input of learning modules shouldnt be more than 5 in a topic because slow learners could easily forget what they learn if theres too many input. Slow learners in Malaysia are familiar with the Malaysia English. Using U.S English or Britain English in the courseware would confuse them. Students especially kids like learning using computer. Slow learners are not excluded. So the courseware to be developed must be visually attractive. Proposed System Architecture Figure 2: Proposed System Architecture The courseware will integrate use suitable multimedia elements that will support interactive learning environment either for the use at school or at home. This will make the learning process will be more engaging and entertaining. The courseware will consist of 3 modules primarily developed for students of Standard 4 to Standard 6. All this modules will be developed based on learning syllabus for slow learners from Sekolah Kebangsaan Sultan Yusuf. After the application is launched, students will be accessing the courseware interface. To ensure the flexibility of the learning process, students will be given freedom to choose which module they want to use. After each module there will be exercise that will test the students understand of the current topic. However, students are free to choose whether they want to do the exercise or not. If they dont want to do the exercise, they can proceed to next module or return to the courseware interface to choose other modules. In addressing that slow learners cannot cope with too much input at a time, each module will consist of two parts. This will enable the students to enrich their learning without taking too much input at a time. They have the freedom to choose which part they want to use in a module. The three modules are: Numbers, Reading Skills, Body Parts. Module 1:Numbers The first module will teach the students the foundation of recognizing numbers. The first part will teach about how to identify ordinal and cardinal numbers and whats the difference about them. The second part will teach the student how to differentiate between odd numbers and even numbers using the same modules in current English courseware with enhancement made on it. Module 2:Reading Skills This module is intended to enhance the reading skills of the students.. The activity in the first part will be focus on matching picture. Each time a picture from two sets of pictures will be shown to the student and from there the students will be asked to match the picture with the picture from the set which is not shown. The second part will focus on matching letter and words. The concept will be the same like in the first part. Module 3:Body Parts This module will teach the student the foundation of identifying body parts. The first part will teach the student about main body parts in general. The second part will teach the student specifically about parts on head The tools chosen for the development of the project will be Gamemaker 8. The reason to use this tool is because it is easy to be used compared to most of other tools. It allow the user to use collection of freeware images and audio for starters like the author to make a game looking courseware which will encompass on drag-and-drop action using the mouse. This tool will be used along with other tools like Adobe Photoshop CS3 and Macromedia Flash where necessary to make the courseware more interactive and rich. Conclusion Current English courseware is using basic concept of combining audio with visual in the teaching. Even though, it is still not perfect. There is lots of area for improvement can be made for the courseware. The authors project will take the opportunity to make enhancement on the courseware to maximize its potential. The new courseware to be developed will be more interactive and rich while in the same time addressing the issue of current courseware. With assistance from various parties such as the authors supervisor, Miss Elaine, teachers of Sekolah Kebangsan Sultan Yusuf as well as other people, this project will succeed. Acknowledgement The current courseware mentioned in this paper is developed by Mohd Izzat helmi B Yahya where his work had been base for the authors English courseware developed for slow learners. Here the author also would like to thank Ms. Elaine Chen Yoke Yie as the supervisor for the project, Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf, and all other parties who had contribute to the project whether directly or indirectly.