Ford Motor Company Case Study - 1738 Words

The ford company was established on June 16, 1903, by Henry Ford in Dearborn, MI. The Company keeps on growing from an auto organization to an auto and a portability organization, the organization stays concentrated on expanding its worldwide authority in trucks, vans, business vehicles and execution vehicles, while developing its worldwide quality. The vital mission is to improve individuals lives and it continues as before. It implies proceeding to make incredible autos, trucks, and executes improvement chances move individuals in new ways. The strategy of the company is to accomplish an arrival by extending an organization to a mechanized and the adaptability organization through business advancement and concentrated on monetary†¦show more content†¦The Price to profit proportion declined from 20% to 6% from 2014 to 2015 however, then fairly expanded from 2015 to 2016 by 11%. The cost to income proportion is computed utilizing net salary, so experts may utilize cost to w orking benefit. The organization working benefit proportion declined from 19% to 6% from 2014 to 2015 however then to some degree expanded from 2015 to 2016 by 12%. Cost to deals proportion is the business, which is less in modification than different basics, for example, book esteem. Deals are steadier than income. The organization cost to deals proportion declined from 0.47% to 0.32% out of 2014 to 2015 yet then to some degree expanded from 2015 to 2016 by 0.35%. The cost to book esteem proportion distinguishes the rate of return and its real rate of return relationship. The organization cost to book proportion declined from 3% to 2% from 2014 to 2015 yet, then fairly expanded from 2015 to 2016. Profitability ratios From the above diagram, the organization s gross overall revenue, enhanced from 9% to 12% from 2014 to 2015 however then to some degree declined to 11% from 2015 to 2016. A gainfulness proportion computed as working salary partitioned by income. The organization s working overall revenue, enhanced 3% to 5% from 2014 to 2015 yet then to someShow MoreRelatedCase Study : Ford Motor Company Essay2498 Words   |  10 Pagesthe profit maximization. I remember a very famous case study of Ford Motor Company that says the importance of teamwork. In 2006 when Alan Mulally became the CEO of the Ford Motor Company, many senior executives thought that a big change in inevitable as mullally was the outsider. Speculation of changes in team at higher level was at high as Mulally was hired from Boeing because of his expertise in running big organization and employees of Ford Motor were suspicious about his working method. Read MoreCase Study: Ford Motor Company2447 Words   |  10 PagesCASE STUDY: FORD MOTOR COMPANY Leadership and Organizational Effectiveness of Ford Motor Company â€Å"This is everything. It’s heritage. It’s children’s future. It’s everything tied up into one. Failure is not an option.† - Jr. CEO, Ford Motor Company The global marketplace is faced with different challenges that affect its overall management and operations. Various pressures on the internal and external conditions such as the unstable world and local economies, the workforce, the customersRead MoreCase Study Ford Motor Company1461 Words   |  6 PagesCASE STUDY Ford Motor Company Ford Motor Company, one of the world’s largest automotive manufacturers, has worked with Penske on several Six Sigma initiatives. As its lead logistics provider (LLP), Penske’s quality team of associates are trained in Six Sigma practices and work closely with Ford to streamline operations and create and maintain a more centralized logistics network. Together, they uncovered several areas for real cost savings as a result of reducing inbound carrier discrepancies, eliminatingRead MoreCase Study of Ford Motor Company1147 Words   |  5 Pagesï » ¿ Tim Randall Ford Motor Company has been recognized as one of the worlds most ethical companies by the Ethisphere Institute, a leading business ethics think tank (Ford Motor Company.com. Home Page. 2012. PP. 1). This 2010 award of excellence highlights a fundamental transformation for a company that in the mid-1970s was immersed in a scandal regarding the safety of its Ford Pinto sub-compact. The issue which led to major lawsuits, inconclusive criminal charges, and a costly recall ofRead MoreCase Study : Ford Motor Company1611 Words   |  7 PagesFord Motor Co. Casey T, Blackburn Business 104 Business Organization Management Dr. Earl Murray Jr. 1 November 2015 Abstract I hope that this meets the intent of this paper and that you learn something new about the management of an organization that I have the most interest in. I wanted to discuss how the lessons that we have covered during this class are used and demonstrated in a large worldwide company such as Ford Motor Co. Ford Motor Co. Ford’s Motor Company History Ford Motor CompanyRead MoreCase Study : Ford Motor Company1220 Words   |  5 PagesThe Ford Motor Company fell into a trap of greed that resulted in the loss of many human lives. Before the disaster of the Pinto fires, Ford had a reputation as being the safety pioneer in the automobile industry with additions such as the seat belts even raising awareness of their safety. However, as the invention of small cars began to take emerge Ford began to lose market shares to the foreign market causing Ford to construct a small compact to satisfy this emerging market. Ford’s stance on â€Å"safetyRead MoreCase Study : Ford Motor Company915 Words   |  4 PagesFord Motor Company Ford Motor Company is headquartered in Dearborn, Michigan. The company is involved in the sale of automobiles, commercial and luxury cars. The company has over 90 plants around the world making it the second largest automobile manufacturer. The company employs more than 213,000 employees hence its human resource management is critical. Ensuring the HR Strategy Is In Alignment with the Business Strategy In the past, organizations have made the mistake of involving HR in the planningRead MoreCase Study of the Ford Motor Company1346 Words   |  5 PagesFinancial analysis of Ford Motor Company 1. Introduction The Ford Motor Company is one of the largest automakers in the world and it is notable due to its powerful position within the global market place. Still, aside from this, Ford is also notable from a business analysis standpoint, representing a firm that has lost its competitive position to the Japanese automakers, due to the inability to recognize changing market trends. Also, the company is notable as it was severely hit by the economicRead MoreCase Study : Ford Motor Company813 Words   |  4 PagesThe company our group chose to analyze was Ford Motor Company. They are based out of Michigan with 181,000 employees and 65 plants worldwide. They currently sell on six continents and sold 2,493,918 vehicles in 2013. The Ford Motor Company Brand also includes Lincoln but it is only sold in North America. There are many risk factors currently for the company, but a main one is the high fixed structural cost they have in place that are easily susceptible to losses in a turn down of the economyRead MoreCase Study : Ford Motor Company1340 Words   |  6 PagesHenry Ford opened his first factory, Ford Motor Company has been changing the automotive industry all across the world. What started out, as a small company with big ideas has become one of the largest and profitable companies in the world. Ford Motor Company, communally known as Ford stared out as a family own company and today is still run by the Ford family. Today, where companies are having to sell or partner with other companies, it is amazing to see a family company grow in the way Ford has since

Edgar Allan Poe s Three Techniques For Dark Writing

Edgar Allan Poe s Three Techniques for Dark Writing Edgar Allan Poe is a poet who makes his poetry very strong, dark and suspenseful; to do this Poe uses imagery, mood and tone. These three techniques help create a feeling of horror. â€Å"The Cask of the Amontillado†, â€Å" The Raven†, and â€Å"The Tale Tell Heart† are the three stories that show these techniques clearly. Imagery is represented to help the atmosphere have horror and it helps the reader see what s going on in the story. In â€Å"The Cask of the Amontillado† when Fortunato was being tied up, Montresor sat in bones and watched Fortunato yell with desperation. Poe specifically added the lines â€Å"The noise lasted for several minutes, during which that I might hearken to it with more satisfaction†¦ and (I) sat down upon the bones.† said by Montresor, to give that very dark feel, that what montresor is doing was creepy by sitting and watching Fortunato suffer. â€Å"The Tell Tale Heart† used imagery when the guy killed the old man and cut off his body in parts, â€Å"...First I cut off the head , then the legs. I was careful not to let a single drop of blood fall on the floor.† Poe made this imagery because you can imagine how crazy he was by cutting off his arm and legs. â€Å"The Raven† also has the same effect, sort of like a crazy dark feel in the imagery. The writer was at the door because someone was tapping on the door he went to go answer, but there was no one there; â€Å"...here I open wide the door;-/ Darkness there, and nothing more.†Show MoreRelatedInfluence Of A Life By Richard Connell And Edgar Allan Poe1600 Words   |  7 PagesThe Influence of a Life Richard Connell and Edgar Allan Poe, two of the most famous authors at the time, are recognize by the different types of literature they wrote. Several of these pieces are still popular today. In many cases the life of the author can impact the different themes, or the techniques they use in their stories. Richard Connell’s and Edgar Allan Poe’s backgrounds reflects in the writing techniques they used to captivate their audience. Biography of Richard Connell The famous writerRead MoreLiterary Techniques : Edgar Allan Poe And Richard Connell1598 Words   |  7 Pagesfeeling of macabre; literary style and technique. Only the most skilled authors have successfully used various literary elements, like suspense and foreshadowing, to create ageless stories and earn a position in the history of literature. Well known authors, such as Edgar Allan Poe and Richard Connell, use specific literary techniques to inspire and horrify young minds through their timeless works of literature. Biography of Edgar A. Poe To start, Edgar Allan Poe suffered through tragedy, poverty,Read MoreEdgar Allan Poe s `` The Famous American Poet ``1086 Words   |  5 Pages Edgar Allan Poe, the famous American poet, short-story writer, and critic is best known for his bizarre but transformative horror stories, and for creating genres including detective fiction. The life of Edgar Allan Poe was filled with tragedies and was very depressing; because of this, he was inspired to write such dark stories. He wrote time and time again about his love and his loss. His work collectively illustrates the story of his life. Although he did create original storylines in his workRead MoreAnalysis Of Edgar Allan Poe s The Raven 1602 Words   |  7 PagesJadon Vanderslice. Ms. Glass English 1213 5 February 2017 Poe Edgar Allan Poe, arguably one of the best poets ever, has wrote many great and deep-meaning poems, such as â€Å"Annabel Lee,† and â€Å"Dream Within a Dream.† Both putting off a rather dark image and goth-like elements, a way of writing Poe loved best. Mostly known for â€Å"The Raven†, Poe’s Poems all have real deep and mysterious meanings that make people think a bit more to figure it out. The way he expressed terror, the suspense, the heighteningRead MoreNathaniel Hawthorne s The Mind1900 Words   |  8 PagesNathaniel Hawthorne-The Mind Nathaniel Hawthorne was born July 4, 1804 he was known as an American novelist, who writes dark romantic short stories. He was born in Salem, Massachusetts to his parents to Nathaniel Hathorne and Elizabeth Clarke Manning. Nathaniel Hawthorne was originally named Nathaniel Hathorne but he later added a w to make his name Hawthorne in order to hide the relation to his ancestor John Hathorne, who was the only judge involved in the Salem witch trials who never feltRead MoreEdgar Allan Poe And The Cask Of Amontillado2158 Words   |  9 PagesEdgar Allan Poe; a famous all American Poet, short story writer and critic. Some of his most famous writings include Raven and The Cask of Amontillado. His writings all include horror or some type of mystery. Edgar did not have the â€Å"white picket fence† type of life. His was like riding on a rollercoaster, full of difficulties, but he turned out to be a writing genius. But I think that alcohol, and unsupportive family impacted Poe’s writing style, as well as the difficulties in his life. EdgarRead MoreAn Analysis Of Edgar Allan Poe s The City Of The Sea Essay952 Words   |  4 PagesThe world of poetry is made up of a variety of techniques, literary styles, and subject matters. Each poet has created their own unique styles throughout their poetic careers; however, similarities between two poets, in some form or fashion, can sometimes arise. Finding differences in poems is easy when looking at a poem, but when one looks deeper into a poem, one will discover the similarities of form or meaning. When comparing Edgar Allan Poe and William Cullen Bryant, a reader can find similaritiesRead MoreThe Fall Of The House Of Usher, And Where Is Here?1219 Words   |  5 PagesHouse of Usher,† and â€Å"Where is Here?† Every story would be another story, and unrecognizable if it took up its characters and plot and happened somewhere else... Place is the crossroads of circumstance, the proving ground of, what happened? Who s here? Who s coming?† Eudora Welty stated this, emphasizing the importance setting has on a story. Authors of all kinds, young and old, famous and not famous, boy or girl—they all have at least one thing in common: setting. In every story a setting is describedRead MoreCommon Themes of Edgar Allan Poe3152 Words   |  13 PagesAn Analysis of the Common Themes Found in selected works of Edgar Allan Poe A Research Presented to The faculty of the English Department In Partial Fulfillment of the Requirements in English IV By March 2010 Acknowledgement The researcher would like to thank the following people who help and give guidance to make this project To the Project adviser and the home room adviser of the researchers, who gave his outmost patience and time to check the drafts and format of eachRead MoreCommon Themes of Edgar Allan Poe3166 Words   |  13 PagesAn Analysis of the Common Themes Found in selected works of Edgar Allan Poe A Research Presented to The faculty of the English Department In Partial Fulfillment of the Requirements in English IV By March 2010 Acknowledgement The researcher would like to thank the following people who help and give guidance to make this project To the Project adviser and the home room adviser of the researchers, who gave his outmost patience and time to check the drafts and format of each part of this very

Is human development different from economic development Free Essays

our site – HRM DISSERTATION EXAMPLE – CUSTOM ESSAY WRITING Abstract Can the concepts of human and economic development be separatedThis study assesses the value of each development type independently and then together. The evidence presented illustrate the fact the human and economic development share elements, yet are different aspects of civilization. This essay will be of value to any researcher studying this development. We will write a custom essay sample on Is human development different from economic development? or any similar topic only for you Order Now 1 Introduction Can the process of economic and human development be separatedThis essay will assess to what degree to the two concepts can be differentiated. Beginning with an overview of human development and economic development will create a defining point from which to begin. Following this section with an overview of literature that illustrates the position and process behind each of these concepts will enable a demonstration of impact. The combination of the first sections of the paper will enable a reasonable assessment of the nature of both systems. In the end, this essay will have considered past definitions, modern practice and future potential of both human and economic development with the stated goal of determining the degree of difference that is present between them. 2 Human Development versus Economic Development 2.1 Human Development Sen (1999) defines human development as an expansion of capacity that has the potential to improve human lives. This theory illustrates the benefits that can be created by measuring capabilities of the population. Development is the capacity to overcome issues in life that might include ill health, illiteracy or political or civil freedoms (Sen 1999). Concerned with the dual aspects of people and development this approach consistently utilizes key human components as signal posts for progress and increased accuracy of public policy. Alkire (2005:32) contends that human capabilities are what people can actually do and be in life. Utilizing a pattern of comparison, this vision touches on the capacity to compare cultures and determine the best overall means of fostering and enhancing these basic human capabilities. 2.2 Economic Development Economic development is the not the concept of the quantity or use of utility but as a measure of the potential expansion of valuable capacities (Alkire 2005). Others describe economic development as the potential for continued business centred expansion (Sen 1999) illustrates that governments have utilized the denial of basic human need and rights as a means to spur rapid economic development. This approach directly ties the perception of the population to the ability for the economy to function and grow. Economic development is tied to a multi-tiered influences that include underlying security concerns (Sen 1999). A fundamental approach taken illustrates that the economic development of any given region is founded on the process available and the opportunities for the population to accomplish the intended goals. 2.3 Human Development and Economic Development With the increase in technology and development potential there has been an increase in the need to promote both economic and human development (Fukuda Parr 2011). Modern instrument including the Sen (1999) based Human Development Reports tie the state and capacity of the population to the effectiveness of any development options. Further Fukuda Parr (2011) contend that the alteration or state of politics has a direct impact on the manner in which a population influences the overall state of development. Nussbaum (2011) ties the concept of basic human rights to the capabilities of a population. This argument illustrates that the basic ideals of social justice and human rights are embodied within a government, which in turn provides development opportunities for the population. Further, the concept of capabilities is directly complementary to the notion of human rights and the need to make each citizen equal under the law (Nussbaum 2011). It is the instrument of human rights that has the capability to drive a nation into the next era of development. Sen (1999) argues that a determination of population capabilities will lead to the manner in which to implement positive change. This approach emphasizes that the condition and opportunities available to the population will have a direct impact on the overall economic development. The lack of opportunity or resources creates a form of deprivation which is detrimental to the associated development process (Sen 1999). Using famine as a teaching tool, this approach clearly outlines the potential available by highlighting the positive aspects of the civilian population. With the absence of freedom and action and the lack of nourishment, the capacity for the farmers to develop was curtailed, thereby impacting the entire region (Sen 1999). This concept uses the creation or absence of the means to accomplish a task as a measurement of true capability. Simply because the United States citizen has the right to vote, lacking the means to get there or read the literature, will still fail to vot e (Sen 1999). This is based on the person’s capabilities, which can then in turn be interpreted in a policy form in order to enhance the operation of the governing body. The Human Development Index, or HDI, was created in order to ascertain the population position of development when compared to other nations (Sen 1999). This gauge was created in order to gauge how development issues impacted a national policy picture. This concept sought to move away from the revenue centered concept to a people and skill oriented system based on capabilities (Sen 1999). With several different elements that differentiated social opportunity the system created an accurate illustration of the possibilities. The HDI system is based on the three separate elements including life expectancy, or the rate of recorded health of the local population , the element of education has the potential to impact development at every level, and finally the basic standard of living (Sen 1999). In each case the perception of positive or negative development is based on the foundation of civilian capability. Robeyns (2006) cites the capabilities system as gaining in use over the course of the past generation due to the perception of realistic components. The core of this argument revolves around a person’s ability to function, such as their state of being. This argument directly links the capacity of the human development with the overall economic development (Robeyns 2006). This argument contends that the development of any economy is based on the capabilities of their workforce. Ranis (2011), however, argued that the scope of the created capabilities paradigm is short and lacking in fundamental depth. This argument contends that there are substantially more than three areas that must be considered in order to accurately gauge the interplay between economic and human development (Ranis 2011). Utilizing this approach to human development incorporates over 31 separate categories that must be assessed in order to determine the rate of development. Alkire (2002) illustrates the any attempt to gauge either human development or economic development is intimately intertwined. From a philosophical perspective, the separation of one from the other would make the ability to illustrate an accurate culture picture incomplete. The aspect of human development touches on every element of economic development (Alkire 2002). Every element from the amount of money spent to the products consumed as well as the associated capability to sustain this consumption is critical to any economic development. The Sen (1999) capability approach defines poverty as the lack of capabilities or freedoms that have value or give the citizens cause to value. A bleak economic outlook can cause a substantial impact to associated human development, in that services including health care, education and food and water may be restricted or denied (Alkire 2007). This form of economic impact can serve to create a cycle of destruction that will stifle any form of devel opment. 3 Conclusion Can the process of economic and human development be separatedThis essay has assessed what degree to the two concepts can be differentiated and produced several interesting concepts. The presented evidence clearly illustrates that both economic and human development is closely related and share many elements. Economic development is dependent on the capabilities of the population and human development is based on the presence of resources and opportunity that the economy creates. Economic development is deeply and fundamentally impacted by a populations education and related social structures in order to thrive. This is continued indication of the close companionship that exists between both concepts. Further, lacking a solid economy, the population’s opportunity to achieve a better foundation is weakened, adding to any perceived economic difficulty. The lack of these basic elements can lead to long term poverty which can in turn lead to long term economic failure. On a philosophical note, the ability to assist those that need help through policy or programs only enhances the social infrastructure, which will in turn build a better economy. In the end, while the concepts of human and economic development are separate concerns, their shared elements make this a critical issue to address for each one. It will be the recognition of this fact on a global scale that will lead to the human development opportunities of the next era. 4 References Alkire, S. 2005. Valuing freedoms. Oxford: Oxford University Press. Alkire, S. 2002. Dimensions of human development. World development, 30 (2), pp. 181–205. Alkire, S. 2007. Choosing dimensions: The capability approach and multidimensional poverty.Chronic Poverty Research Centre Working Paper, (88). Fukuda-Parr, S. 2003. The human development paradigm: operationalizing Sen.’s ideas on capabilities. Feminist Economics, 9 (2-3), pp. 301–317. Nussbaum, M. C. 2011. Capabilities, entitlements, rights: supplementation and critique. Journal of Human Development and Capabilities, 12 (1), pp. 23–37. Ranis, G., Stewart, F. and Samman, E. 2006. Human development: beyond the human development index. Journal of Human Development, 7 (3), pp. 323–358. Robeyns, I. 2006. The capability approach in practice*. Journal of Political Philosophy, 14 (3), pp. 351–376. Sen, A. 1999. Development as freedom. New York: Knopf. How to cite Is human development different from economic development?, Essay examples

Apollo was the Greek god of prophecy although he i Essay Example For Students

Apollo was the Greek god of prophecy although he i Essay s also depicted as the god of music and medicine. Apollo was a gifted musician and also a great athlete. He was the first victor at the Olympic games. He pleased gods with his playing of the lyre. Apollos role in Greek mythology was to aid people when he would be asked to foretell the future. He also would help someone if he knew they were going to have problems. Apollo was said to have been the most Greek of all gods (Hamilton 30). This quote probably came about because of his body, personality, and his knack for helping people. Apollo didnt always perform good deeds. Sometimes his wrath overcame him causing him to do things to people who didnt deserve it. Overall Apollo was your average god.Apollo is often referred to as the god of light and the god of truth for there was no evil in him. Born on the island of Delos, Apollo, the son of Zeus and Leto, was also tagged the Delian god from Delos. He had no flaws. The town of Delphi was the most sacred and holy shrine of all. This was where Apollos oracle was based. An oracle is a shrine consecrated to the worship and consultation of a prophetic deity, as that of Apollo at Delphi. Many pilgrims from far and wide came to see the oracle. A priestess at the oracle was believed to go into a trance and talk to Apollo and tell the truth of life to his followers. Apollo once had an encounter with the three-headed serpent, the Python, a fabled monster. The three-headed serpent had killed many people if they had not paid his tax. One day, Apollo was passing through the Mountains of Parnassus, when he was asked by the Python to pay to pass through the Parnassus pass. Apollo refused causing the fight. Apollo took out his bow and his silver arrows and killed the Python. Thus, giving him the name the Pythian god. Delphi was at the base of Parnassus. That is why Apollos oracle was at Delphi. (Apollo)Sometimes Apollo was cruel and shrewd. In the Homeric epic, the Iliad, Apollo was summoned by a priest named Chryses to release his daughter from the Greek general, Agamemnon who lead the siege of Troy. He did this by shooting fiery-red pestilence arrows in to Agamemnons Greek Army killing many soldiers who were merely doing their jobs. In another instance, he abducted the Athenian princess Creusa, and then abandoned her and their child born to Creusa. (Gates 47)In conclusion, Apollo fulfilled his role to help people in distress. Apollo was regarded more favorable than unethical because he rarely did bad things; but he did kill innocent soldiers and abandoned his child and the childs mother. Apollos good qualities show from the good deeds he did such as killing the Python who killed other people for an unnecessary tax. Apollo was the most Greek of all gods.

An IEP - Definitions and Important Information

An IEP - Definitions and Important Information The Individual Education Program/Plan (IEP) Simply put, an IEP is a written plan that will describe the program(s) and special services the student requires to be successful. It is a plan that ensures that proper programming is in place to help the student with special needs to be successful at school. It is a working document that will be modified usually each term based on the ongoing needs of the student. The IEP is developed collaboratively by school staff and parents as well as medical staff if appropriate. An IEP will focus on social, academic and independence needs (daily living) depending on the area of need. It may have one or all three components addressed. School teams and parents usually decide who needs an IEP. Usually testing/assessment is done to support the need for an IEP, unless medical conditions are involved. An IEP must be in place for any student who has been identified as having special needs by an Identification, Placement, and Review Committee (IPRC) which is made up of school team members. In some jurisdictions, there are IEPs in place for students who are not working at grade level or have special needs but have not yet gone through the IPRC process. IEPs will vary depending on the educational jurisdiction. However, IEPs will describe specifically the special education program and/or the services necessary for a student with special needs. The IEP will identify the curricular areas that will need to be modified or it will state whether the child requires an alternative curriculum which is often the case for students with severe autism, severe developmental needs or cerebral palsy etc. It will also identify the accommod ations and or any special educational services the child may need to reach their full potential. It will contain measurable goals for the student. Some examples of services or support in the IEP could include: Curriculum a grade or two behindLess of the Curriculum (a modification.) Assistive Technology such as text to speech or speech to textA specialized laptop with specific software applications or switches to support the special needsBrailleFM SystemsPrint EnlargersSitting, standing, walking devices/equipmentAugmentative communicationStrategies, accommodations and any resources neededTeacher Aid Assistance Again, the plan is individualized and rarely will any 2 plans be the same. An IEP is NOT a set of lessons plans or daily plans. The IEP differs from regular classroom instruction and assessment in varying amounts. Some IEPs will state that a specialized placement is required while others will just state the accommodations and modifications that will occur in the regular classroom. IEPs will usually contain: an overview of the Student’s strengths and areas of need;the current level of the student’s functioning or achievement;annual goals written very specifically for the student;an overview of the program and services that the student will receive;an overview of the methods to determine progress and to monitor progress;assessment dataname, age, exceptionality or medical conditionstransitional plans (for older students) Parents are always involved in the development of the IEP, they play a key role and will sign the IEP. Most jurisdictions will require that the IEP be completed within 30 school days after the pupil has been placed in the program, however, its important to check into special education services in your own jurisdiction to be certain of the specific details. The IEP is a working document and when change is needed, the IEP will be revised. The principal is ultimately responsible to ensure that the IEP is being implemented. Parents are encouraged to work with teachers to ensure their childs needs are being met both at home and at school.

Royal Aircraft Factory SE5 in World War I

Royal Aircraft Factory SE5 in World War I One of the most successful aircraft used by the British in World War I (1814-1918), the Royal Aircraft Factory S.E.5 entered service in early 1917. A reliable, stable gun platform, the type soon became the favored aircraft of many notable British aces. The S.E.5a remained in use through the end of the conflict and was retained by some air forces into the 1920s. Design In 1916, the Royal Flying Corps issued a call to the British aircraft industry to produce a fighter that was superior in all respects to any aircraft currently in use by the enemy. Answering this request were the Royal Aircraft Factory at Farnborough and Sopwith Aviation. While discussions began at Sopwith which led to the legendary Camel, R.A.F.s Henry P. Folland, John Kenworthy, and Major Frank W. Goodden began working on a design of their own. Dubbed the Scout Experimental 5, the new design utilized a new water-cooled 150-hp Hispano-Suiza engine. In devising the rest of the aircraft, the team at Farnborough crafted a tough, square-rigged, single seat fighter capable of enduring high speeds during dives. Increased durability was achieved through the use of a narrow, wire braced, box-girder fuselage which improved pilot vision while also ensuring a higher rate of survivability in crashes. The new type was initially powered by a  Hispano-Suiza 150 HP V8 engine. Construction of three prototypes began in the fall of 1916, and one flew for the first time on November 22. During testing, two of the three prototypes crashed, the first killing Major Goodden on January 28, 1917. Development As the aircraft was refined, it proved to possess high speed and maneuverability, but also had excellent lateral control at lower speeds due to its square wingtips. As with previous R.A.F. designed aircraft, such as the B.E. 2, F.E. 2, and R.E. 8, the S.E. 5 was inherently stable making it an ideal gun platform. To arm the aircraft, the designers mounted a synchronized Vickers machine gun to fire through the propeller. This was partnered with a top wing-mounted Lewis gun which was attached with a Foster mounting. The use of the Foster mount permitted pilots to attack enemies from below by angling the Lewis gun upwards and simplified the process of reloading and clearing jams from the gun. Royal Aircraft Factory S.E.5 - Specifications General: Length: 20 ft. 11 in.Wingspan: 26 ft. 7 in.Height: 9 ft. 6 in.Wing Area: 244 sq. ft.Empty Weight: 1,410 lbsLoaded Weight: 1,935 lbs.Crew: 1 Performance: Power Plant: 1 x Hispano-Suiza, 8 cylinders V, 200 HPRange: 300 milesMax Speed: 138 mphCeiling: 17,000 ft. Armament: 1 x 0.303 in. (7.7 mm) forward-firing Vickers machine gun1x .303 in. (7.7 mm) Lewis gun4x 18 kg Cooper bombs Operational History The S.E.5 began service with No. 56 Squadron in March 1917, and deployed to France the following month. Arriving during Bloody April, a month that saw Manfred von Richthofen claim 21 kills himself, the S.E.5 was one of the aircraft that aided in reclaiming the skies from the Germans. During its early career, pilots found that the S.E.5 was under-powered and voiced their complaints. Famed ace Albert Ball stated that the S.E.5 has turned out a dud. Quickly moving to address this issue, R.A.F. rolled out the S.E.5a in June 1917. Possessing a 200-hp Hispano-Suiza engine, the S.E.5a became the standard version of the aircraft with 5,265 produced. The improved version of the aircraft became a favorite of British pilots as it provided excellent high-altitude performance, good visibility, and was much easier to fly than the Sopwith Camel. Despite this, production of the S.E.5a lagged behind that of the Camel due to production difficulties with the Hispano-Suiza engine. These were not resolved until the introduction of the 200-hp Wolseley Viper (a high-compression version of the Hispano-Suiza) engine in late 1917. As a result, many squadrons slated to receive the new aircraft were forced to soldier on with older types. A Favorite of the Aces Large numbers of the S.E.5a did not reach the front until early 1918. At full deployment, the aircraft equipped 21 British and 2 American squadrons. The S.E.5a was the aircraft of choice of several famed aces such as Albert Ball, Billy Bishop, Edward Mannock, and James McCudden. Speaking of the S.E.5as impressive speed, McCudden noted that  It was very fine to be in a machine that was faster than the Huns, and to know that one could run away just as things got too hot. Serving until the end of the war, it was superior to the German Albatros series of fighters and was one of the few Allied aircraft that was not outclassed by the new Fokker D.VII in May 1918. Other Uses With the end of the war that fall, some S.E.5as were briefly retained by the Royal Air Force while the type continued to be used by Australia and Canada into the 1920s. Others found second lives in the commercial sector. In the 1920s and 1930s, Major Jack Savage retained a group of S.E.5as which were used to pioneer the concept of skywriting.   Others were modified and improved for use in air racing during the 1920s. Variants Production: During World War I, the S.E.5 was produced by Austin Motors (1,650), Air Navigation and Engineering Company (560), Martinsyde (258), the Royal Aircraft Factory (200), Vickers (2,164) and Wolseley Motor Company (431). All told, 5,265 S.E.5s were built, with all but 77 in the S.E.5a configuration. A contract for 1,000 S.E.5as was issued to the Curtiss Aeroplane and Motor Company in the United States, however only one was completed before the end of hostilities. As the conflict progressed, R.A.F. continued development of the type and unveiled the S.E.5b in April 1918.   The variant possessed a streamlined nose and spinner on the propeller as well as a retractable radiator. Other alterations included the use of single bay wings of unequal cord and span and a more streamlined fuselage. Retaining the armament of the S.E.5a, the new variant did not show significantly improved performance over the S.E.5a and was not selected for production. Testing later found that drag caused by the large upper wing offset the gains made by the sleeker fuselage.

Domestic Violence Research Paper Example | Topics and Well Written Essays - 750 words

Domestic Violence - Research Paper Example The strongest theory amongst all, however, is the feminist theory that explains domestic violence in the light of unequal power resting with individuals of the opposite gender. It typically points out that the unequal balance of power translates into the subordination of female authority over male authority. In other words, the feminist theory emphasizes the fact that domestic violence (against women) is a natural outcome that arises out of men’s urge to control (McCue, 2008). These imbalances in power are most persistent in patriarchal setups where the structure of the society denies equal opportunity to women in the socioeconomic and political arena (McCue, 2008). These societal imbalances have a ripple effect on the family which is demonstrated in men’s use of coercive power against women which they perceive as control. A primary example of this is demonstrated in the works of Dobash and Dobash who empirically researched that patriarchal systems contribute to female abuse and that such a system is reinforced by the socioeconomic structure of the society (Dobash & Dobash, 1979). ... In such societies, it is commonplace to see women working as housewives (taking care of the husband and the children) and men going out of the house to earn a living (Eswaran & Malhotra, 2011). Therefore, the feminist theorists argue that these pre-described notions of gender roles and the inevitable power that men exercise over women helps explain domestic violence to a large extent. Since men are ascribed primary roles in the society, they are granted access to privileged resources whereas women are ascribed secondary roles and are considered inferior. In an interesting research conducted on villages in a state in Southern India, Rao discovered that females who had little control over the allocation of resources in their households were the ones who experienced greater domestic violence (Rao, 1997). Feminists argue that early social experiences of women perpetuate these gender roles and condition them to become a part of them. For instance, the mother is required to serve â€Å"co ffee† to the father before he goes to work and that young girls â€Å"play house† at home (Eswaran & Malhotra, 2011). Therefore, males develop the right to be violent towards their female counterparts due to these gender role differences. Poor education and low socioeconomic status also contribute to greater violence under this theory. According to a research, households with lower level of education experienced greater domestic abuse than otherwise (Eswaran & Malhotra, 2011). Furthermore, households where men were employed (indicating high socioeconomic status) experienced less incidents of domestic violence than otherwise. Also, as pointed out by Bloch and Rao, males with weak bargaining power tend to resort to domestic violence which proves to

Feminist political thought Essay Example | Topics and Well Written Essays - 2500 words

Feminist political thought - Essay Example Her removal of the women’s suffrage campaign, and her acrimonious opposition to the social transparency dogmas that influenced many feminist reformers, inspired many feminists to reject her as an enemy of women’s liberty and a man’s woman. This paper will focus on the Emma Goldman, and that in her own unique way, she was not only a radical feminist but one of the most deep-seated of her time. In all, this paper also focuses on Bell Hooks’ concept of transcendence and immanence from the Second Sex. The fact that Goldman was an avant-garde rather than a systematic theorist presents a problem for any discourse of her beliefs. Of course, she had specific ideas that were always evolving. It will also be imperative to depict the context in which her ideas were modeled, as unlike other feminist radicals, Goldman’s struggle for women was second to her struggle for equality for all. Further, this paper will also discourse Goldman’s early influences th at worked upon her consciousness and made her a dissident. Emma Goldman was born and raised in a Russian province of Kovno on 29th June 1869. In her memoirs entitled Living my Life she explains how she gleaned in the community around her demoralizing repercussions of erratic system where wives and children are beaten, Jews ostracized and peasant beaten, guidelines made and broken at the whim of those in power. There was no place for her where she could resort for refuge in her family. Her dictatorial father whom she refers to as the nightmare of my childhood picked her out as the object of his often rages, consequently making sure that from the starting point her advancement was largely in upheaval. In 1882 the family relocated to St. Petersburg, and after a year, the experienced changed everything in her whole life. The same year saw the bloody assassination of Tsar Alexander 11, which was the culmination of numerous decades of increasing radical activity focused towards the Tsaris t despotism. Further, Populism had originally arisen as response to the explosive European revolutions of 1848. For this case, nearly all the Russian affluence and authority were focused in the hands of tiny wealthy aristocracy, which clearly live off a wide-ranging subjugated populace of uneducated and underprivileged peasants. In repulsion against the mounting poverty and injustice around them, scholars such like Nikolai Chernyshevski and Alexander Herzen, somehow nurtured by far-reaching thought from Western Europe, started to evolve a particularly Russian prototype of socialism. They held that Russia could bypass capitalism in the walk toward socialism. At this rate, Emma Goldman started to read the outlawed tracts and censored novels that disseminated amid her sister’s students friends and mourn the insurgents, many of whom had been incinerated, exiled to Siberia or executed by the despotic government. With the books and tracts influencing her, she began questioning more and more the community in which she lived. The notions of the Populist openly inspiring her, she started falling prey later to anarchist notions. She chronicles this in her memoirs when she asserts â€Å"they had been my inspiration ever since I had first read of their lives.†(21) Further, the eminence of women in the Russian revolutionary crusade was an unusual phenomenon within the framework of the 19th century European left. The crusade was maybe the only environment in which women were treated as equals. The

Network design Essay Example | Topics and Well Written Essays - 1250 words

Network design - Essay Example It has shown excellent performance in providing temporary storage spaces and delivering for the clients, which has resulted in an expansion in the business. A server based network is suggested for the company employing the Windows Small Business Server 2008 to cater for the growing clientele as well as efficient business administration. These aspects include handling of the orders, transportation/delivery schedule management, storage capacity management at the warehouses, allocations of the duty shifts for the operators etc. Warehouses are referred to as WH-A,WH-B and WH-C in this essay. Each is to be provided with twenty Dell PCs and two 28-port managed switches to implement a star-hub topology. A wired LAN is suggested for the server-based network. CISCO is chosen for hardware components. NETWORK DESIGN Allen3 SERVER CONSIDERATIONS Domain Name The first step is to register a unique domain name for the business to host it online.The suggested name is ‘slcorp’ for Ã¢â‚¬Ë œStorage and Logistics Corporation’. The domain name is then hosted onto the web with the help of Windows Small Business Server 2008. Windows Small Business Server 2008 Windows SBS 2008 is selected because it offers a range of necessary servers for the expanding SLC Corp. businesses like file transfer servers, application servers, mail servers, fax servers,database servers,domain servers for WH-A.WH-B and WH-C,web servers etc. Windows SBS 2008 also offers end terminal services to administrator at the HQ so to ensure network data security and restricts accessibility of network data to the administrator only.It also provides space for back-up data in case of any eventuality by using redundancy systems. Server Disk Space A 1 GB disk space is recommended for the SLC Corp main server located at the HQ,Surrey. It will provides space for back-up data in case of any eventuality by using redundancy systems, along with providing the necessary partitioning of the network data from the u ser and application data. NETWORK TOPOLOGY USED The HQ at Surrey is to control and manage operations in the three warehouses WH-A,WH-B and WH-C ,which are at different locations in Greater London. Each warehouse has NETWORK DESIGN Allen4 sub sections namely: Delivery and Storage. Hence 20 PCs are installed in each warehouse;10 per section, to maintain the log and record information about type of goods stored, quantity, time for which they are stored, delivery date, delivery venue, specification of the van and the driving staff, maintenance of the employee accounts, etc. A star-hub topology is to be used within the warehouses employing two 28-port managed switches for each of WH-A,WH-B and WH-C. The CISCO 500 Series 28-port switch is selected to reduce the number of hops to the main server, to enhance the performance of the network, to provide a single interface for all client systems and for a better provision of firewall and DSL/T1 connectivity. Two 28-port switches at each of WH-A /WH-B/ WH-C will be sufficient for a network of 56 ports, out of which 20 ports will be linked up to the 20 installed PCs, leaving the unused ones for future or other applications. A managed type of 28-port switch is used, as it allows the administration the freedom to assign IP addresses for each PC in the warehouse, while automatically performing the function of routing table maintenance, system , overload management, internal /external problem specification ,alarm generation in case of security

Effect of Increased Levels of Car Ownership

Effect of Increased Levels of Car Ownership Thomas Wust Increased levels of car ownership – is it driving places to the point of no return? In the past century, the car has become an everyday essential item for increasing numbers of people globally. There are 5 people in my house and we own one car. It has a diesel engine, and it is used for the school run every Monday to Friday. My dad then takes the car to Wolverhampton to work. He uses more fuel travelling 6 miles in the town to drop me and my brothers off at our schools and my mum at work, than he does travelling 22 miles on the motorway to go to work. The journey time isn’t much different either. Map 1: Car Ownership Levels7 KEY 601+ 501-600 301-500 151-300 101-150 61-100 41-60 21-40 11-20 The map shows that in most MEDC’s, there are over 301 cars per capita, whereas in LEDC’s, there are considerably less (mostly Map2 (below) from Worldmapper8 shows car ownership levels from a different perspective. ‘Larger than life’ areas e.g. North America, Japan and the UK have high levels, whereas ‘shrunken’ areas have fewer, hence why Africa and parts of Asia are visually smaller than Europe and America. This may be a necessity in some areas eg remote rural areas where public transport links are limited (Cumbria, UK) or a luxury in others, where public transport networks are seamless eg Germany. Map 2: Car Ownership – a different view! Over time, cars have become increasingly common place but can the existing roads and related infrastructure cope with the extreme increase of car ownership? Will the extent of road coverage become over-run in the future? Is it indeed driving places to the point of no return? The number of cars available in the UK (known as the car parc) has risen from 17 million in 1971, to 31 million in 2007 according to the RAC. That’s almost doubled in 36 years (average annual increase of 3%). Car Ownership on the increase – what are the causes? What are the effects of increased car ownership? The effects of car ownership are beneficial for some, but not for others. Socially, the car is an easy commute, and is accessible to all, regardless to age or height (persons under 17 in the UK cannot drive, however they can be passengers). There are impacts in regard to health, because CO2 emissions in UK cities are too high according to EU rules, meaning potential impacts for those with breathing related ailments. Economically, the effects are positive because it creates transport related employment; generates income from fuel duty and road tax, which help the UK government to provide a safer driving environment. However, there is a negative effect economically. When a vehicle collides with another, or crashes into property, insurance companies pay for the damage, which costs them a lot of money. Environmentally, there are only downsides to car ownership; the largest being the emissions released from a cars’ exhaust, and because car ownership is increasing, the problem will only develop and cause more problems, unless car designs improve. Noise pollution is an additional problem. Toll roads also cause environment problems. This is because many are built over green-field land (land not built on) and they are used by a small amount of people in the UK, therefore not only is it bad for the environment, but it’s also a waste of money and land. According to a campaigner for better transport in the UK, the M6 toll has no net benefit for drivers whilst causing huge and irreversible environmental damage.11 The M6 Toll carries 55,000 vehicles per day12, out of the 2  ½ million vehicles in the West Midlands. That’s 0.022% of vehicles in the West Midlands per day – that arguably makes it an expensive race track. Also, oil consumption becomes a problem, especially with the car ownership rates increasing in China: â€Å"We project that the total vehicle stock will increase from about 800 million in 2002 to over 2 billion units in 2030. In particular, China’s vehicle stock will increase nearly twenty-fold, to 390 million in 2030. This fast speed of vehicle ownership expansion implies rapid growth in oil demand.†13 Oil is a non renewable fossil fuel. We have gone beyond ‘peak oil’ and will need to find alternatives, potentially this will help the environment. This could be rectified by manufacturing car that use biofuels made of organic matter and other materials, and electric cars. Again, public transport falls into this category, however, in the UK especially, we need to work on the reputation of public transport in terms of cost, friendliness of employees and late arrivals. Globally, car ownership is increasing; however different countries are increasing at different rates. Map 3 (p6) shows how many cars the country had per 1000 people in 2010. The map shows that the U.S. has the highest amount of cars to 1000 people and Kenya have the lowest with 24 cars to 1000 people. What I find very surprising from this data is how low China’s and India’s cars per capita is, however I believe this is a good move by China and India from an environmental perspective because of their flourishing economy and workforce, they already emit high levels of carbon dioxide emissions in the world. Having a lower car ownership rate than other countries per 1000 people assists in bringing the amount of carbon emissions down. In addition to this, China is a NIC (newly industrialised country), and so is India, so they may not be able to command such a large car ownership per capita. Because this data is 4 years old, the numbers would have changed. My prediction in 2014 is that the NIC’s (See table below) would have increased car ownership per capita, as their countries are developing and transport is much needed. MEDC’s are trying to reduce the amount of cars on the road due to climate change targets needing to be met, especially the case in the EU. LEDC’s would have stayed the same or increased if more cars are bought or as they begin to become a developing country. MEDC Country Cars per Capita NIC Country Cars per Capita LEDC Country Cars/capita U.S. 797 Japan 591 South Africa 165 Australia 717 Russia 293 Kenya 24 New Zealand 713 Brazil 249 Canada 607 China 83 U.K. 519 India 18 In comparison to MEDC’s and LEDC’s, it is clear that MEDC’s have a higher number of cars per capita than LEDC’s. The main causes of car levels rising is a population increase. With 7 billion people on the planet now, people want an easy method of transport and the car is the obvious solution for most. If the world’s population carries on increasing at the predicted rate of 1 billion people every approximately 12 years in the world, the effects of increased car ownership could be increased congestion, more grid lock, and an unhealthy effect of the Earth’s climate. What if we †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. increase the price of cars when the customer already has 2 cars to their household. This could discourage customers from purchasing extra cars and will result in fewer cars on the roads. In addition, fewer cars mean less repairs and refurnishing on the roads, making less congestion and traffic jams. This will also decrease the risk of collision if there are fewer cars. Increase road taxes. Although this will be extremely unpopular with motorists, it will mean they have less disposable income to spend on additional cars. Furthermore, the extra money is going to the government, and they put the money back in to making driving safer by placing safety cameras. enforce a law which limits a household to 2 cars. This will be effective because it prevents excessive car ownership and will aid in the sustainability of road structures because there will be fewer cars to damage the road. The knock on effect here is reduced employment in the car industry. build additional roads on unused land. Although this is definitely not environmentally friendly, it will mean that vehicles have more roads to use. This will assist in making less grid locks and less congestion. This scenario isn’t fully sustainable because car ownership is always rising (if predicted rate happens), and eventually those roads will be used up too. Create more public transport capacity. Even though a household may own 3 cars, they will be used less if we tempt them onto the bus or train. The solution is great if you live in an urban area where these services are available; however this may not be a viable solution to people living in a rural area where a bus service or train station isn’t available. Develop more cycle routes and pedestrian pathways to encourage people to walk to their destination or cycle there. Not only will this help with the congestion and grid lock problem, it is also helping the environment because fewer emissions from cars will be released into the atmosphere. This also helps with the UK obesity issue too. If we look to Germany and Switzerland, their public transport systems are developed and provide an excellent service, as I can say because of personal experiences and comparisons between the UK’s. However it seems that the UK are taking steps forward in improving public transport, as the government have confirmed a  £2.7bn deal to build new ‘state of the art’ trains between London and Scotland. UK Transport Secretary Patrick McLoughlin said: â€Å"These new trains will transform rail travel between many of the great towns and cities of England and Scotland. This deal is further proof that our long-term economic plans are on track, creating jobs and breathing new life into the UK’s train-building industry.† In conclusion, I feel that we need to tempt drivers from their cars and convince them to use public transport or cycle and walk as an alternative. Walking brings health benefits to the individual and in terms of reduced emissions. Car ownership is driving us to the point of no return, we cannot escape that fact, however with careful direction and thought we could ‘turn the corner’ and become more sustainable. As a result of my research, when I am older and able to drive, I will try to only own one car, two only if it absolutely necessary. This is to help the levels of car ownership stay the same or decrease in my area, helping my and others’ health. Ideally I will live close to work, cutting commuting time and improving the chance of viable public transport use. Bibliography/Sources FOR INDEPENDENT REPORT 2 – TRANSPORT http://www.racfoundation.org/assets/rac_foundation/content/downloadables/car%20ownership%20in%20great%20britain%20-%20leibling%20-%20171008%20-%20report.pdf www.potholes.co.uk http://en.wikipedia.org/wiki/List_of_countries_by_vehicles_per_capita www.outline-world-map.com http://www.bbc.co.uk/news/business-20442666 http://www.volkswagen.co.uk/?gclid=CNf3ysa3t7wCFQQGwwod6hMAxg http://en.wikipedia.org/wiki/File:World_vehicles_per_capita.svg http://www.worldmapper.org/display.php?selected=31 http://www.gapminder.org/world/#$majorMode=chart$is;shi=t;ly=2003;lb=f;il=t;fs=11;al=30;stl=t;st=t;nsl=t;se=t$wst;tts=C$ts;sp=5.59290322580644;ti=2007$zpv;v=0$inc_x;mmid=XCOORDS;iid=phAwcNAVuyj1jiMAkmq1iMg;by=ind$inc_y;mmid=YCOORDS;iid=tu0H0unnUriNvMXwH_qOqzw;by=ind$inc_s;uniValue=8.21;iid=phAwcNAVuyj0XOoBL_n5tAQ;by=ind$inc_c;uniValue=255;gid=CATID0;by=grp$map_x;scale=log;dataMin=194;dataMax=96846$map_y;scale=lin;dataMin=0.2955;dataMax=1214$map_s;sma=50;smi=2$cd;bd=0$inds= https://www.ipcc.ch/publications_and_data/ar4/wg3/en/fig/figure-5-2.jpeg http://www.bbc.co.uk/news/uk-england-25221134 http://www.publications.parliament.uk/pa/cm200405/cmselect/cmtran/218/218we19.htm http://citeseerx.ist.psu.edu/viewdoc/download?rep=rep1type=pdfdoi=10.1.1.168.3895 https://www.gov.uk/government/organisations/department-for-transport http://people.virginia.edu/~yo3t/wp/cars.pdf http://sustainablecitiescollective.com/pratik-dave/225581/investments-made-under-national-urban-renewal-mission-india-did-it-help-reduce-ve

Phonics and Whole language methods Essay -- essays papers

Phonics and Whole language methods Phonics is a technique that teaches beginning readers to associate a particular sound with each letter of the alphabet or letter combination (Unger, 1996). Students receive explicit instruction in the mechanics of reading before they begin the actual process. Once students know what sounds correspond with each letter or letter combination, they move on to sounding out words. The English language has only about forty-four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds they have already learned (Flesch, 1983). An example from Rudolf Flesch‘s book Why Johnny Still Can‘t Read is that students would have learned the sounds of n, d, m, p, short a, and short I before trying to read the sentence: â€Å"Ann and Dan pin up the map,† (1983). Students continue learning to read in such a way, using basal (beginning) readers. The sentences get progressively harder as students learn more letter and letter combination sounds. Phonics instruction also emphasizes the memorization of rules that help the student sound out words. Some of these rules include that of the â€Å"silent e† and double vowels. The â€Å"silent e† rule is used in words such as like, make, and use. In each of these words, the e does not make a sound, but it makes the preceding vowel â€Å"say its name.† In other words, the vowel preceding the e is long. The double vowel rule includes such letter combinations as oa, ai, ea, and ee. These pairs make the sound of the first letter (Wilber, 2002). Some students are taught a short poem to help them remember this rule: â€Å"When two vowels go walking, the first one does the talking.† Other rules that phonics instructors teach... ...ics and whole language, dean says. Retrieved October 9, 2002, from Purdue University News Website: http://www.purdue.edu/UNS/html4ever/9804.Haring.literacy.html Moats, L. C. (2000, October). The illusion of balanced reading instruction. Retrieved November 17, 2002, from the Thomas B. Fordham Foundation website: http://www.edexcellence.net/library/wholelang/moats.html Reading/literacy. (2002). Retrieved November 19, 2002, from the Education Commission of the States web site: http://www.ecs.org/html/issue.asp?issueid=97 Schlafly, P. (1996, July). Phonics vs. whole language. The Phyllis Schlafly Report, 29(12). Retrieved on October 9, 2002, from http://www.eagleforum.org/psr/1996/july96/psrjul96.html Wilber, P. M. (2002, April). Phonics vs. whole language. Teach a child to read. Retrieved on October 23, 2002, from http://www.succeedtoread.com/phonics.html Phonics and Whole language methods Essay -- essays papers Phonics and Whole language methods Phonics is a technique that teaches beginning readers to associate a particular sound with each letter of the alphabet or letter combination (Unger, 1996). Students receive explicit instruction in the mechanics of reading before they begin the actual process. Once students know what sounds correspond with each letter or letter combination, they move on to sounding out words. The English language has only about forty-four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds they have already learned (Flesch, 1983). An example from Rudolf Flesch‘s book Why Johnny Still Can‘t Read is that students would have learned the sounds of n, d, m, p, short a, and short I before trying to read the sentence: â€Å"Ann and Dan pin up the map,† (1983). Students continue learning to read in such a way, using basal (beginning) readers. The sentences get progressively harder as students learn more letter and letter combination sounds. Phonics instruction also emphasizes the memorization of rules that help the student sound out words. Some of these rules include that of the â€Å"silent e† and double vowels. The â€Å"silent e† rule is used in words such as like, make, and use. In each of these words, the e does not make a sound, but it makes the preceding vowel â€Å"say its name.† In other words, the vowel preceding the e is long. The double vowel rule includes such letter combinations as oa, ai, ea, and ee. These pairs make the sound of the first letter (Wilber, 2002). Some students are taught a short poem to help them remember this rule: â€Å"When two vowels go walking, the first one does the talking.† Other rules that phonics instructors teach... ...ics and whole language, dean says. Retrieved October 9, 2002, from Purdue University News Website: http://www.purdue.edu/UNS/html4ever/9804.Haring.literacy.html Moats, L. C. (2000, October). The illusion of balanced reading instruction. Retrieved November 17, 2002, from the Thomas B. Fordham Foundation website: http://www.edexcellence.net/library/wholelang/moats.html Reading/literacy. (2002). Retrieved November 19, 2002, from the Education Commission of the States web site: http://www.ecs.org/html/issue.asp?issueid=97 Schlafly, P. (1996, July). Phonics vs. whole language. The Phyllis Schlafly Report, 29(12). Retrieved on October 9, 2002, from http://www.eagleforum.org/psr/1996/july96/psrjul96.html Wilber, P. M. (2002, April). Phonics vs. whole language. Teach a child to read. Retrieved on October 23, 2002, from http://www.succeedtoread.com/phonics.html