Unions Research Paper Example | Topics and Well Written Essays - 750 words - 1

Unions - Research Paper Example Furthermore, the organization is committed towards advancing their mission by engaging local communities, collective bargaining, organizing and political activism through the efforts of their members (American Federation of Teachers, 2012). Although, AFT members do not work in core industrial environment, there are numerous hazards involved due to the complex situations that they work in. Teachers have greater possibilities for respiratory infections and work related asthma. Furthermore, it has been observed that many paraprofessionals leave the organization citing voice disorders. Moreover, renovation of schools, internal air quality and cleaning chemicals relatively affect the health systems of various members in the workplace (American Federation of Teachers, 2012). A Washington DC based organization First Class Education (FCE), introduced a ‘65 percent solution’ scheme, which needs to be maintained compulsorily by schools of all states. The scheme endorsed all schools to spend 65% of their budgets on ‘classroom instruction’. However, the members of AFT feel that the scheme will adversely affect schools and its students. Moreover, National Center for Education Statistics (NCES) classroom instruction includes the cost of teachers and most of the classroom supplies. However, it excludes costs regarding the staff and services essential for conducting numerous programs. The services include professional development, libraries, food and nutrition, custodial work and transportation which enable classroom learning in the initial stages (American Federation of Teachers, 2012). The environment in which the members of AFT work is deemed to violate Occupational Safety and Health Act 1970 (OSHA) which states that employers should be responsible for providing secure as well as healthy working environment which is not being complied with by the leaders of the

Economics Trumps Ideology week 3 dissc 1 Essay Example | Topics and Well Written Essays - 500 words

Economics Trumps Ideology week 3 dissc 1 - Essay Example As a result, the Populist movement was launched in 1890s with the aim of resolving the hardships confronted by the peasants and the working class. It was organized to seek financial assistance and to aid the farmers and laborers in improvement of their work activities (Wormser, 2002). The formation of Populist movement was based on economics as the farmers and the working-class faced paucity of finances to run their work operations effectively. This was attributed to the prevalent economic recession in USA in early 19th century, which lowered the revenues, and dragged the farmers and laborers in losses. Thus, it is difficult to separate the economic and ideological principles while defining the Populist movement. This is because the economic concepts of slump and recession and falling prices are explained as a major reason of the problems faced by the working laborers leading to organizing Populist movement. Likewise, the ideology of the working class and the Republican and Democratic parties is emphasized while explaining the tussle between these two classes. James Weaver was the head of the Populist movement or the People’s Party. Initially, the party met with success under his presidency and formed coalitions of white and black laborers against the federal government. This coalition managed to take over the state of North Carolina in 1896, which was an initial victory for the party. However, the success was transitory. The reliance on traditions made it difficult for the members of Populist movement to cope up with the transformations taking place in the business environment. The racial discrimination found between the black and white laborers blocked the chances of success, and ultimately led to failure of the Populists. The role of economics in killing the Populist movement was evident. The financial crisis arising from the racial discrimination between the

Inductive And Qualitative Approach Versus Deductive And Quantitative Education Essay

Inductive And Qualitative Approach Versus Deductive And Quantitative Education Essay The study is descriptive nature. Research philosophy is an over-arching term relating to the development of knowledge and the nature of that knowledge Saunders et al, (2009). Since, the research is guided primarily by the scientific criteria of the measuring instruments of quantification, systematic collection of evidence, reliability and transparency, researcher adopted positivism. 3.2. Research strategy 3.2.1. Inductive and qualitative approach Vs Deductive and Quantitative study Research on special education was vast and thus in order to further strengthen the findings researcher adopted quantitative deductive approach where theories are tested through empirically. Data was collected through pre-determined instrument to obtain numerical data which can be analyzed statistically. 3.3. Study setting and Sampling method The research project took place at the randomly selected schools in the United States. The teachers in these schools were interviewed on their perceptions and attitude towards special education program. About 200 teachers who are trained under special education (previous experience with certificate in special education) and not trained will be selected using systematic sampling method. The study adopts a pure descriptive approach. Data on the demographic information of the study sample were done based on the following criteria: whether the instructors included in the study was married or single, whether they were professionally trained for special education or not, the experience of the instructor greater than or less than 10 years. Predictor Variables It is vital that the participants fill in a detailed biographical questionnaire that gives information on the gender, marital status, experience as these demographics are predictor variables on the attitude towards inclusion. 3.4. Pilot study In order ensure for the content, readability and ambiguity the pilot study will be conducted prior to the main study. Pilot interviews were carried out among a small group of teachers, to generate items for the scale in assessing the attitudes of teachers towards the inclusion of special needs children in general education classrooms. The final scale consisted of 20 items which were accompanied by five-point Likert-type self-report rating scales ranging from positive attitude to negative attitude (1 to 5). Procedure of Data Administration The researcher administered the instrument in each of the selected schools after obtaining their mission to do so from the school authorities. In each of the schools, respondents were gathered in a class and were administered the questionnaire. The instructions were read to the respondents as regard the filling of the questionnaire. The items in the questionnaire were properly filled and returned after the exercise. To ensure there was no case of any loss of items as return rate was assessed. Snow (1974) recommended eight conditions to make designs more representative: 1. Actual educational setting: This survey was distributed in the actual educational setting of the teacher participants. 2. Variation of the educational setting: The four schools were chosen primarily because they were geographically and socio-economically varied. One upper middle-class and one lower middle-class school was examined in each county. 3. Observation of the participants: The researcher observed (a) all teacher participants during the pilot portion of the survey development and (b) the teacher participants surveyed during the study. 4. Observation of the social context: The researcher made a minimum of three visits per school to observe the social context. 5. Preparation of the participants: Brief instructions were given in the cover letter, on the survey, (and in person, for the pilot portion). Strict protocol and procedures were followed. Treatment fidelity was observed. 6. Incorporation of a control treatment that uses customary approaches: The survey was designed to be understood and completed simply, using common pen-and-paper assessment techniques. 3.5. Time Horizon Cross-sectional technique was adopted where data collected at one point of time and due to its inexpensive to conduct. 3.6. Data collection 3.6.1. Primary data collection This descriptive study involved mainstream classroom teachers and special education teachers. Questionnaire method was used to collect primary data. Questionnaire was developed based on the following hypotheses: Four hypotheses were postulated at the significant level of .05; they are: H01: There is no significant difference between male and female teachers in their attitude towards the inclusion of special needs students in general education classrooms. H02: There is no significant difference between married and single teachers in their attitude towards the inclusion of special needs students in general education classrooms. H03: There is no significant difference between professional qualified and non-professional qualified teachers in their attitude towards the inclusion of special needs and children in general education classrooms. H04: There is no significant difference between teacher with less than 10 years of teaching experience and their counterparts with more than 10 years of teaching in their attitude towards the inclusion of special needs students in general education classrooms. 3.6.2. Secondary data collection A desk-based approach was also adopted for the research where the data in collected from academic publications, journals, news-papers, government publications, policies, annual reports, and company websites. 3.6.1.1. Research instrument A survey on the attitudes and knowledge of school teachers regarding inclusive education was conducted. It consisted of an 18-item scale, divided in three parts: a) teachers perceptions (8 items), assessment of teachers views with the claim that children with disabilities are entitled to education together with their typically developing peers in inclusive classrooms, b) collaboration between the mainstream and special education teachers (5 items), which explored the relationship between the mainstream and special education teacher and c) strategies to improve inclusive education (5 items), which examined how inclusion can be enhanced. The participants were asked to indicate their degree of agreement on a five-point Likert scale In order to complete the questionnaire (1 = Strongly Accept; 2 = Agree; 3 = Undecided/Neutral; 4 = Disagree; 5 = Strongly Reject). Questionaire: Part I Students with special needs fare better academically in inclusive education Children with special needs must be integrated into the regular student community Students with special needs must be placed in regular classes with back up support to achieve highest level of inclusion Academically talented students may be isolated in inclusive class rooms Placement of children with special needs in regular class rooms may negatively affect academic performance of mainstream students. Children with special needs will benefit from inclusivity Children with special needs have a right to receive mainstream education Labelling as stupid, weird, hopeless is a problem in inclusive education. Questionnaire: Part II Special needs teachera and regular teachers need to work together in order to teach students with special needs in inclusive classrooms Although the inclusive education in a concept, its implementation is ineffective due to objections from mainstream classroom teachers Mainstream teachers have a main responsibility towards the students with special needs placed in their clssrooms The presence of a special education teacher in the regular classrooms could raise difficulties in determining who really is responsible for the special students The special education teacher only helps the students with special needs. Questionnaire: Part III Mainstream classroom teachers have the training and skills to teach special needs students Special needs students need extra help and attention Students with special needs committed more disciplinary problems compared to the regular students Mainstream classroom teachers received little help from the special needs teachers Although inclusive education is important, the resources for the students with special needs in a mainstream classroom are limited. 3.7. Reliability, validity issues The reliability and validity of an instrument will be done through pilot study and face and content validity measures. Validity No matter what research design is selected, concern for factors that could affect the validity of the design is always primary. Typically, two types of validity are considered when designing research: (a) internal validity and (b) external validity. Although both types of validity are important, emphasis may vary depending on the type of research questions being investigated. For descriptive questions (as in this study), external validity receives greater emphasis because the priority of the researcher is to systematically investigate an existing sample of individuals or phenomenon, as opposed to studying the impacts of a phenomenon or intervention (as in experimental research). The factors jeopardizing external validity (or representativeness) are often more relevant to a descriptive study. Internal Validity Internal validity determines whether, in fact, the experimental treatments used made a difference in a specific experimental instance (Campbell Stanley, 1966). Relevant to internal validity, Campbell and Stanley identified eight classes of extraneous variables, which, if not controlled by the experimental design, could produce effects confounded with the effect of the experimental stimulus. Cook, T. and Campbell (1979) expanded the list to include 12 extraneous variables. The variables and their relevance to the design of this study are reviewed below: History: History addresses the specific events that occur between the first and second measurement in addition to an experimental variable (Campbell Stanley, 1966) and would only be a potentially relevant threat in this design in relation to the 15 teachers randomly selected for participation in the confirmation interview. Since these interviews were completed shortly after the survey participation, and are only used for confirmation purposes, the threat is minimal. Maturation effects: Maturation effects are defined as those processes (physical or psychological changes) within the participants that are operating as a function of the passage of time (Campbell Stanley, 1966). Inherent within the research design was the use of only one treatment (the survey), which takes approximately 20 minutes to complete. The possibility is nominal that the growth of hunger, tiredness, or other conditions, within that time period would impact the data. Testing effects: Testing effects (defined by Campbell and Stanley [1966] as those effects of taking a test upon the scores of a second testing) were also controlled by this designas only one test was used. The pilot participants were not used as study participants and the participants used for interviews were not reassessedbut were only asked to confirm their answers. Instrumentation: Instrumentation (Campbell Stanley, 1966) refers to changes in the calibration of a measuring instrument, observers, or scorers used, and can produce changes in the obtained measurements. Controls built into this design for instrumentation effects included the use of one measurement (survey). The instrument was (a) carefully developed by accepted guidelines; (b) piloted; and (c) self-administered with supervision, handling, and mindful interpretation by only the researcher who had insight of the threat potentials. Experimenter bias and treatment fidelity were consciously avoided. Statistical regression: Statistical regression (explained by Campbell and Stanley [1966], as when groups have been selected on the basis of their extreme scores), was not considered a relevant threat in this design because only one test was applied, and selection was dependent upon general experience criteria and availability, not test scores. Differential selection: Biases, which result from differential selection by the comparison groups (Campbell Stanley, 1966), were not viewed as a significant threat in this research design because no comparison groups were used. The design used was more descriptive in nature, and the purported generalization was limited to the teachers of the four assessed schools. Experimental mortality: Experimental mortality, or differential loss of respondents from the comparison groups (Campbell Stanley, 1966), is controlled within the study design because no control groups were used, and the study was completed in a relatively short period of time. The possibility of the absence of some significant (main group) participants at the time of assessment is a noteworthy threat although deemed unavoidable. The researcher had no control over participants absences. Selection-maturation interaction: Selection-maturation interaction is where certain designs are threatened due to the given respondents growing older, or the results may be specific to the respondents given age level, fatigue level, etc. (Campbell Stanley, 1966). These threats were not relevant to this design because, again, no pretest or comparison groups were used and the questionnaire was taken by various aged participants within a short period of time. Experimental treatment diffusion, compensatory rivalry (John Henry effect): Experimental treatment diffusion, compensatory rivalry (John Henry effect), is nominal compensatory equalization, and resentful demoralization. Experimental treatment diffusion, compensatory rivalry (John Henry effect), compensatory equalization, and resentful demoralization (Cook, T. Campbell, 1979) as threatening extraneous variables were immaterial because no control group was used in this design. External Validity External validity (or representativeness) is the extent to which it is possible to generalize from the data and context of the research study to broader populations and settings (Bickman, 1989; Cook, T. Campbell, 1979; Hedrick, Bickman, Rog, 1993). Strictly speaking, one can only generalize to the accessible population from which this researchers sample was drawn. Several critical aspects of the populations used must be compared in order for the populations to be deemed similar. The environmental conditions also must be examined. Campbell and Stanley (1966) investigated factors that could jeopardize external validity. Interaction effect of testing: One factor that could jeopardize external validity is the reactive or interaction effect of testing (Campbell Stanley, 1966). This occurs where a pretest might increase or decrease the participants responsiveness to the experimental variable and thus make the pretested populations results unrepresentative of the effects of the experimental variable. This threat is considered to be minimal in this design because a pretest was not used. Therefore, it is arguable the population used may better represent the unpretested universe from which the respondents were selected. Interaction effects of selection. According to Campbell and Stanley (1996), the interaction effects of selection refers to the limitation of the effects of the experimental variable to that specific sample and the possibility that this reaction would be untypical of the more general universe of interest for which the naturally aggregated exposure group was a biased sample (p. 41). It is impossible to control all the variables of selection due to realities of life (funding, participant availability, human variability, etc.). This threat warranted concern but controls were added. Although randomization or matching was not possible, and intact groups had to be used for participant selection, a larger number of participants was used (N = 100). The sample included teachers serving varied socioeconomic and geographical locations. Explicit description of the sample population and study framework was provided. The study design and instrument were cautiously fashioned. The cover letter operat ionalized the definitions used for the surveys terminology, the survey was devised under specific guidelines, particular criteria were set for the participants, application and scoring of the survey was regimented, and bias of data interpretation was knowledgeably avoided. Furthermore, throughout the study, the researcher was cautious not to generalize any findings beyond the intended teacher population of the four schools selected for the study. Experimental arrangements: The confounding effects of the experimental arrangements might also jeopardize external validity (Campbell Stanley, 1966). The artificiality of an experimental setting and the participants knowledge that they are participating in an experiment threaten representativeness and generalization. This researchers choice of self-administered questionnaires and repeated assurance of participant confidentiality substantially diminished this threat. This researcher was absolutely resolute not to treat any participant in a substandard fashion. All participants were provided the same materials, information, and consideration. Multiple treatment interference: Multiple treatment interference, or the confounding effect of pretesting (Campbell Stanley, 1966), was controlled in this design. No pretesting was intended in this research study. The pilot test was used strictly to pilot the survey instrument and process. The results were not used in the study. Special care was taken to disallow any participant in the pilot study from retaking the survey. Any risk of the application of the interview survey in addition to the initial self-administered survey, changing the participants behaviorand therefore the results were also controlled by the design. The choice to select the interview participants randomly, from the entire population being studied, greatly reduced this threat, and enhanced the validity of the studys findings. Statistical analysis The data will be analyzed using excel. Descriptive statistic are used to analyze continuous and categorical data and presented in the form mean, standard deviation and percentage, while proportions are analyzed using chi-square test. To measure the reliability cronbachs alpha will be used.

Twelfth Night Essay: The Necessity of Cross-dressing -- Twelfth Night

The Necessity of Cross-dressing Twelfth Night      Ã‚  Ã‚  Ã‚   The action of Twelfth Night begins shortly after a damaging tempest shipwrecks the heroine, casting her upon foreign shores. Upon arrival in this strange seaport, Viola--like the Princess Leonide--dons male disguise which facilitates both employment and time enough to orient herself in this unfamiliar territory.    Viola's transvestism functions as emblematic of the antic nature of Illyrian society. As contemporary feminist and Shakespearean scholars are quick to point out, cross-dressing foregrounds not only the concept of role playing and thus the constructed or performative nature of gender but also the machinations of power. Viola can only make her way in this alien land if she assumes the trappings--and with these garments the--privileges of masculinity. Her doublet and hose act as her passport and provide her with a livelihood, a love interest, and friendship (just as Leonide's breeches allow her passage into Hermocrate's garden).    Viola's male masquerade also calls attention to the more general theme of masking. As Cesario, Viola suggests that things are not always as they seem, that identities are protean, that self-deception rivals self-knowledge and that only Time can untie complicated "knots." Coppelia Kahn points out that the cross-dressing in Twelfth... ... Critical Interpretations, ed. Harold Bloom (New York: Chelsea House Publishers, 1987) 43. For further discussion on renaissance gender performance and identity politics among Shakespeare's cross-dressed heroines, see Michael Shapiro's Gender in Play on the Shakespearean Stage: Boy Heroines and Female Pages (Ann Arbor: The University of MIchigan Press, 1994). 6- Elliot Krieger, "Malvolio and Class Ideology in Twelfth Night," Modern Critical Interpretation, ed. Harold Bloom (New York: Chelsea HousePublishers, 1987) 24. 7- J.M. Lothian and T.W. Craik, "In troduction," The Arden Shakespeare: Twelfth Night , ed. Lothian and Craik (New York: Routledge, 1991) lvi.

Technology Is Killing Creativity

Technology is not killing creativity. If it was, then Les Paul’s invention of the electric guitar, Bob Moog’s invention of the synthesizer, Kusek et al. ’s invention of MIDI, Pro Tools’ inventor as well as every effects pedal or electronic music enhancing piece of gear would have to be part of this destructive force. Thoughts like this are fun to debate but totally unproductive. The real issue to be discussed for which a solution must be found is how can those who produce great music be found, heard above all the clutter and find an audience large enough to sustain a career financially. How music will be discovered in the future will determine whether next generation major artists will ever be developed again or whether the fragmentation of the music space only allows for creation of a large middle class of artists struggling to survive. Today’s battle for discovery of great music is no different than it was over the past 60 years for innovative genres like Rock and Roll, R&B and Hip Hop. The innovator’s dilemma applied to those artists and entrepreneurs fomenting these musical revolutions. It all comes down to how the tools available at the time, both music and business, were employed by the innovators to create a force great enough to break through the same type of early technology adoption problems we have today. The world was much simpler in those days and today those trying to break through are faced with a much more challenging and complicated set of circumstances BUT the exact same problem. From the 50’s through the 80’s, the record business could develop great artists out of the trunks of their cars. One driven and focused person could make it all happen. Channels of distribution were easily controlled by those who knew how to utilize them. The press, radio and TV allowed massive marketing and promotion machines to be built that could break an artist over night. In the early days there was no one way to get it done. It took 25 years for a successful cookie cutter business model to be developed but there were always interlopers that could come in at any time and change the game. Unfortunately, the world in which great music must be found and nurtured is so fragmented and overwhelming to almost everyone that’s in it. We haven’t figured it out yet. One thing is very clear to me: moving forward no band or artist will be able to do it alone. Collaboration, better teamwork, and a better meld of technology with creativity, marketing and promotion are essential if success is to be found in the future. Outside the box thinking, new tools need to be tested for success and the new music business needs to evolve a system that makes the fragmentation more manageable and controllable to easier focus our attention on the great music that is really out there and the artists who play it.

Deloitte Case Essay

Runway offers existing customers (the â€Å"Existing Customer†) a $25 credit (the â€Å"$25 Referral Credit†) if the Existing Customer refers a friend (the â€Å"New Customer†) to Runway’s Web site and the New Customer purchases merchandise from Runway. After a purchase is made by the New Customer, the Existing Customer receives a $25 credit to be applied to a future purchase from Runway. The $25 Referral Credit represents the fair value of the cost Runway would pay to acquire a new customer from an unrelated third party or marketing firm who is not a purchaser of its products. The program is open to all of Runway’s customers and does not need to be combined with any initial or existing purchases. Required: 1. How should the $25 Referral Credit be recorded in Runway’s Income Statement — as a reduction of revenue or as a marketing expense? Explain your answer and support it using the FASB Codification. Your answer should include the Codification reference where you found the applicable guidance. 2. When would Runway record the $25 Referral Credit? What are the entries Runway would record when the $25 Referral Credit is earned by the Existing Customer? Show entries in proper journal entry form. What are the entries Runway would record when the $25 Referral Credit is redeemed against a $100 purchase made by the Existing Customer? Show entries in proper journal entry form. 3. Runway is planning to adopt IFRSs in the near future. What is the relevant accounting guidance they would follow under IFRSs? State the proper guidance and give a brief summary of it.