Statement Essay Example | Topics and Well Written Essays - 500 words - 1

Statement - Essay Example This truly is where my heart resides. The Health Care Administration specialization was interesting, but I could see that it was not taking me where I wanted to go professionally. I looked into the specialization for Human Services and feel that this is a better fit for me professionally and personally. The Health Care Administration program required many hours of group preparation and group work. This was not possible for me because I work full time and have other important family responsibilities. I know that I will need to make sacrifices to further my education, but I felt that what I would need to sacrifice in order to obtain a Masters in Health Care Administration was too much. I especially felt this way once I realized I was moving away from my real interest, which is social work. I do not anticipate any academic concerns that were experienced in the Health Care Administration specialization. I have been assured that there is less group work in the Human Services specialization and that it is more conducive to working a full time job and having family obligations. I will also be a more motivated, thoughtful student because the coursework is more applicable to my current employment and interests. The main reason I am so excited about the Human Services Masters degree is I believe it will make me better at my current position. I already possess the values, knowledge and skills necessary to be a good social worker. I feel that increased education will make me even more effective. The most immediate outcome of earning the degree is I will be better at my job. Other reasons I want to get this degree are it will open the possibility of career advancement. I am pleased with the job I currently have. But I recognize that in the future, I would like to take on more responsibility and manage other employees and more difficult cases. So in some ways, I feel that I want to earn this degree because it will help my current situation

To determine the concentration Essay Example for Free

To determine the concentration Essay To determine the concentration of unknown standard sodium hydroxide solution and the enthalpy change of neutralization between different pairs of acid-base used (Thermometric titration) Principle of method: Neutralization is the reaction between an acid and a base, which is an exothermic reaction. In this experiment, two methods are used to determine the concentration of sodium hydroxide solution and the enthalpy change of neutralization. H+(aq) + OH-(aq) H2O(l) Method 1 is to measure the temperature change of the reaction mixture when different definite ratio of acid and base are reacted. There are totally 7 ratios. For each ratio, the initial temperature of acid and base is recorded. When they are mixed, the final temperature of the mixture is recorded so that: Let Va, Vb, Ta, Tb, T be the volume of acid, volume of base, initial temperature of acid, initial temperature of base and final temperature of mixture if they are not reacted (which is actually the initial temperature of mixture before reaction) respectively. Thus, Final temperature of the mixture after reacted T = Temperature change due to reaction. Method 2 is to measure the temperature of the reaction mixture when each small portion of acid are added to a fixed amount of base solution with using titration of acid against base. For both of the method, different pairs of acid and base are used and compared. To find the concentration of sodium hydroxide solution, the volume ratio of acid to base which makes the maximum temperature change(which means the reaction is most complete) should be found out and so: (Since the basicity of both acid and base is 1) By conservation of energy, the enthalpy change of neutralization = heat change of solution The density and specific heat capacity of solution are assumed to be equal to those of water since the differences between them are negligible. Results: Method 1 Using nitric acid: (A graph is attached at page 6) Volume of HNO3(aq) (cThis result was acceptable since it was consistent and close to the actual value. The enthalpy change of neutralization using nitric acid was found to be -47. 65kJ and -51. 48kJ respectively by method 12. The enthalpy change of neutralization using ethanoic acid was found to be -48. 24kJ and -61. 11kJ respectively by method 12. The enthalpy of neutralization found out in this experiment was not reliable because the result was not consistent for method 12 and there were great errors in the experiment. The most significant evidence that shows the result was not reliable was that theoretically, the enthalpy change of neutralization between ethanoic acid and sodium hydroxide should never be higher than that between nitric acid and sodium hydroxide. This is because nitric acid is a strong acid while ethanoic acid is just a weak acid that it only slightly ionized in water. Therefore extra energy was needed to ionize the ethanoic acid molecules so that the enthalpy change of neutralization of ethanoic acid should be less negative than that of nitric acid. However the result of this experiment contradicted with the above statement, so that the results of this experiment were not reliable. The most significant error in this experiment was heat loss to surrounding. Although foam cup was already used in the experiment, the upper surface of solution also produced great heat loss to the atmosphere. Also, there may still be heat loss through the cup. This error was more significant in method 2 since a period of time was used to titrate the solution. During the time of titration, a lot of heat can be transferred to the air and thus the recorded temperature would be decreased. As a result, the calculated enthalpy change of neutralization would be lower than the actual one. To reduce this error, a Styrofoam cup instead of a polystyrene cup can be used since Styrofoam is a better insular of heat than polystyrene. Some cotton wool can be used to wrap the cup in order to further reduce the heat loss to surrounding. Also, a lid can be used to cover the upper mouth of the cup in order to reduce the heat loss to surrounding. However, the lid should allow the thermometer to stir the solution and also allow the burette to add acids into it in method 2. Obviously, the titration in method 2 must be carried out quickly in order to minimize the time for the heat to be lost from surrounding, and thus reduce the above error. The second error was the fluctuation of room temperature. In method 1, the initial temperature measured and the temperature of the solution just before reaction might be different. This was because of the change in room temperature since it would affect the temperature of solution by thermo equilibrium. In method 2, the room temperature before the titration and during the titration might be different. This would lead to an error on the measurement of temperature as the same case in method 1. To reduce this error, a more constant temperature in the laboratory can be constructed by an air-conditioner. This can reduce the error brought from the fluctuation of room temperature. In the experiment, method 1 is more suitable to determine the enthalpy change of neutralization since the temperature was measured just after the reaction in method 1 but the temperature was measured for several times in method 2 and this lead to error in the measure of temperature. However, method 2 is more suitable to determine the concentration of sodium hydroxide solution since the number of times of measuring the temperature of solution was much more than that in method 1. Then the peak of the graph can be found out more accurately. Thus the volume of acid used with the highest temperature change can be more accurate. Based on the results of this experiment, the enthalpy change of neutralization was more negative with weaker acids, having same base. However, this statement was obviously wrong since in weaker acids, some energy was used to ionize the acid molecules. Theoretically, the enthalpy change of neutralization should be more negative with stronger acids. This was not shown on the results in this experiment since the error was too large. Conclusion: The concentration of the sodium hydroxide solution was successively found out and it was acceptable, but the enthalpy of neutralization found out was not reliable since it was not consistent and it contradicted to the theoretical values. On the whole, the results was not acceptable and so the objective of this experiment was not fulfilled. Reference: http://en. wikipedia. org/wiki/Styrofoam http://en. wikipedia. org/wiki/polystyrene.

Literature Review On Foreign Direct Investment

Literature Review On Foreign Direct Investment The theory of the determinants of private investment, irrespective of whether it originates domestically or from abroad, is relevant for an understanding of what drives FDI. This has become increasingly true with the globalisation of world markets, although there remain additional factors which may inhibit or encourage FDI that would not affect domestic investment. Much of the research on the determinants of investment is based on the neoclassical theory of optimal capital accumulation pioneered by Jorgenson (1963, 1971). In this framework, a firms desired capital stock is determined by factor prices and technology, assuming profit maximisation, perfect competition and neoclassical production functions. This theory was a deliberate alternative to views expressed initially by Keynes (1936) and Kalecki (1937), that fixed capital investment Much of the research on the determinants of investment is based on the neoclassical theory of optimal capital accumulation pioneered by Jorgenson (1963, 1971). In this framework, a firms desired capital stock is determined by factor prices and technology, assuming profit maximisation, perfect competition and neoclassical production functions. This theory was a deliberate alternative to views expressed initially by Keynes (1936) and Kalecki (1937), that fixed capital investment depends on firms expectations of demand relative to existing capacity and on their ability to generate investment funds (Fazzari and Athey, 1987:481; Fazzari and Mott, 1986:171). Several studies have challenged the neoclassical assumption that any desired investment project can be financed2. Asymmetric information3 about the quality of a loan could lead to credit rationing, implying that not all borrowers seeking loans at the prevailing cost of capital may be able to obtain financing (e.g, Greenwald, Stiglitz and Weiss, 1984). Consequently, firms tend to rely on internal sources of funds to finance investment, and to prefer debt to equity if external financing is required4. A further theoretical development was the introduction of irreversibility and uncertainty in explaining investment behaviour. This literature demonstrates that the ability to delay an irreversible investment expenditure can profoundly affect the decision to invest (Dixit, 1989; Pindyck, 1991:1110). Firms have an i ncentive to postpone irreversible investment while they wait or new information which makes the future less uncertain (Bernanke, 1983; Cukierman, 1980). The development literature has long been concerned with investment, because of its importance for the rate of growth of per capita output in the economy (Dornbusch and Reynoso, 1989:204; Fei and Ranis, 1963:283; IMF, 1988). Although empirical models of the determinants of investment in developing countries are in broad agreement with results obtained for industrialised countries, there are additional factors which have been found to constrain capital accumulation. Most of these are related to the problem of uncertainty and/or risk, which acts as a disincentive to private investment, because of the irreversible nature of most investment expenditures (Pindyck, 1991). Inflation reduces private investment by increasing risk, reducing average lending maturities, distorting the informational content of relative prices, and indicating macroeconomic instability (Dornbusch and Reynoso, 1989:206-208; Oshikoya, 1994:585,590). Empirical studies show that the variability of inflation has a stronger negative effect on private investment than does the level (Serven and Solimano, 1993:137). Large external debt burdens also have a strong disincentive effect on private investment, especially short-term debt (Faruqee, 1992:52). Debt-service payments reduce the domestic resources available for investment, and poor international creditworthiness reduces access to foreign savings5. For domestic investors, the existence of a large debt overhang reduces the future returns to investment because a high proportion of the forthcoming returns must be used to repay existing debt (Borensztein, 1990:315). A debt overhang is also a major source of uncertainty: the size of future transfers to creditors is uncertain; macroeconomic policy is uncertain; and the exchange rate is uncertain. The combined risks of changes in relative prices, taxation and aggregate demand reduces investment by both domestic and foreign entrepreneurs. Whatever the cause, the irreversibility of real capital expenditures can result in underinvestment if the future is uncertain, even when current conditions are righ t (Tornell, 1990). During macroeconomic adjustment, the credibility of policy changes is an added problem (Rodrik,1989), and the possibility of policy reversal can have serious consequences for real private capital expenditures. Investors prefer to hold financial capital, which is easier to realise if conditions turn out to be adverse, and which retains the option to purchase real capital if optimism continues. For this reason, there are frequently long lags in the investment response to adjustment(Serven and Solimano, 1993:131,137). Several studies report the effects of changes in the real exchange rate6 and the terms of trade7 on investment. These studies generally find that the variability of the real exchange rate is usually Some researchers support the notion that FDI contributes to the productivity and growth of local enterprises. Blomstrom and Sjoholm( 1998) are of the opinion that the productivity and growth of local enterprises could be achieved through spill over effects/externalities from FDI. This is achieved as the Multinational Enterprises (MNEs) either introduce superior technology of through the marketing activities of MNEs that affect the market equilibrium forcing local operators to act in such way that they can retain their original market shares. Graham and Krugman (1995) indicates that competitive enterprises (MNEs) contribute to productivity and growth of the host nation by infusing technology, labour skills, management methods, and training into the host economy. Empirical research shows that FDI affects the economy of a host country in a variety of ways. Firstly, it provides the required capital and state -of -the- art technology that enhances economic growth in the host country (Caves,1996; Dunning, 1993; Blomstrom and Sjoholm, 1998; Smarzynska,2002; Akinkugbe ,2005). Secondly, it augments the skills of the host nations and thus stimulates growth through the infusion of managerial, labour skills and training (de Mello,1999). Thirdly it promotes the technological upgrading, regarding start- up, marketing , and licensing arrangements (de Mello and Sinclair , 1995 ; Markusen and Venables ,1999). FDI is thus seen as a catalyst to the host nations economic growth and development as it enhances technological process and promotes industrial development (Asheghian, 2004). In addition, FDI can be expected to encourage economic growth of the host nation, given the prevailing view that MNEs can complement the local industry and stimulate growth and welfare in the host nations (Grossman and Helpman, 1991; Barro and Sala-i-Martin, 1995). The major determinants of the host countrys economic development and growth is the economic environment portrayed by its rate of economic growth , trade policy, political stability, legislation , domestic market size and balance of payments constraints (Caves, 1996; de Mello, 1999; Dunning, 1993)- the political economy of the nation . These factors may inevitably influence the decision of foreign investors (MNEs ) on the possible choice of a viable investment location (Akinkugbe, 2005). Dunnings (1981, 1988) electric theory provides a flexible and popular framework where it is argued that Foreign Direct Investment (FDI) is determined by three sets of advantages which direct investment should have over the other institutional mechanisms available for a firm in satisfying the needs of its customers at home and abroad. The first of the advantages is the ownership specific one which includes the advantage that the firm has over its rivals in terms of its brand name, patent or knowledge of technology and marketing. This allows firms to compete with the other firms in the markets it serves regardless of the disadvantages of being foreign. The second is the internationalisation advantage, that is why a bundled FDI approach is preferred to unbundled product licensing, capital lending or technical assistance (Wheeler and Mody, 1992). The location-specific advantages relate to the importance for the firm to operate and invest in the host country and are those advantages that make the chosen foreign country a more attractive site for FDI than the others. For instance firms may invest in production facilities in foreign markets because transportation costs are too high to serve these markets through exports. This could either be directly related to the actual nature of the good, either being a high bulk item or a service that needs to be provided on site, or due to policy factors such as tariff rates, import restrictions, or issues of market access that makes physical investment advantageous over serving the market through exports. Location advantage also embodies other characteristic (economic, institutional and political) such as large domestic markets, availability of natural resources, an educated labor force, low labor cost, good institutions (the clarity of countrys law, efficiency of bureaucracy and the absen ce of corruption), political stability, corporate and other tax rates among others. Bende-Nabende and Slater (1998) investigate both the short-run and long-run locational determinants of FDI under the broad categories of cost-related, investment environment improving and other macroeconomic factors. The short-run dynamics indicate that European investment in the Thai manufacturing sector has been more responsive to the macroeconomic factors. The long-run dynamics on the other hand suggest that European investment has been more responsive to the investment environment improving factors. In particular, there is evidence to suggest that the Thai manufacturing sector is losing its cost-related comparative advantage. Dar, Presley and Malik (2004) studied the causality and long-term relationship between Foreign Dirct Investment (FDI), economic growth and other socio-political determinants. Although a considerable literature gives the evidence of relationship between FDI and economic growth. Their paper considers economic growth, exchange rate and level of interest rates, unemployment, and political stability as determinants of the level of FDI inflows for Pakistan over the period 1970-2002. Almost all variables are found to have the theoretically expected signs with two-way causality relationship. The present study also estimates an error correction model by ordinary least squares, based on cointegrating VAR (2). Nunnenen (2002) argues that there is a startling gap between, allegedly, globalization-induced changes in international competition for foreign direct investment (FDI) and recent empirical evidence on the relative importance of determinants of FDI in developing countries. He shows that surprisingly little has changed since the late 1980s. Traditional market-related determinants are still dominant factors. Among non-traditional FDI determinants, only the availability of local skills has clearly gained importance. As concerns the interface between trade policy and FDI, he finds that the tariff jumping motive for FDI had lost much of its relevance well before globalization became a hotly debated issue. Artige and Nicolini (2005) analyse the determinants of FDI (foreign direct investment) inflows for a group of European regions. The originality of their approach lies in the use of disaggregated regional data. First, they develop a qualitative description of their database and discuss the importance of the macroeconomic determinants in attracting FDI. Then, they provide an econometric exercise to identify the potential determinants of FDI. In spite of choosing regions presenting economic similarities, they show that regional FDI inflows rely on a combination of factors that differs from one region to another. Bà ©nassy-Quà ©rà ©, Coupet and Mayer (2007) re-examine the role of institutions in the host and in the source country by estimating a gravity equation for bilateral FDI stocks that includes governance indicators for the two countries. Second, they tackle multicollinearity and endogeneity bias by implementing a three-stage procedure for instrumentation and orthogonalisation. Third, they look further into the detail of institutions by using a new database constructed by the French Ministry of Finance network in 52 foreign countries. This database is used to point out in some detail the relevant institutional features. Its country coverage, which focuses on developing countries, is very helpful for studying the impact of the institutional environment of the host country. It does not allow, however, going deeply into the impact of the institutional environment in the source country as well as into the impact of institutional distance. Hence they complement our analysis with estimatio ns based on the Fraser database, which provides fewer details on institutions, albeit on a more balanced country coverage between industrial and developing countries. Finally, they study the impact of institutional distance on bilateral FDI. Onyeiwu and Shrestha (2004) argues that despite economic and institutional reform in Africa during the past decade, the flow of Foreign Direct Investment (FDI) to the region continues to be disappointing and uneven. In their study they use the fixed and random effects models to explore whether the stylized determinants of FDI affect FDI flows to Africa in conventional ways. Based on a panel dataset for 29 African countries over the period 1975 to 1999, their paper identifies the following factors as significant for FDI flows to Africa: economic growth, inflation, openness of the economy, international reserves, and natural resource availability. Contrary to conventional wisdom, political rights and infrastructures were found to be unimportant for FDI flows to Africa. The significance of a variable for FDI flows to Africa was found to be dependent on whether country- and time-specific effects are fixed or stochastic. Nakamura and Oyama (1998) studied the macroeconomic determinants of FDI from Japan and the United States into East Asian countries, and the linkage between FDI and trade, and other macroeconomic variables. Their analysis focuses on the structural differences among East Asian counties and classifies them based on statistical tests of fixed effects models using panel data. This examination helps to clarify how Japanese and American multinational firms position their production bases in East Asian countries within their world marketing strategies. In order to avoid the problem of simultaneity among variables, they examine simultaneous equation models to confirm the validity of panel regression results. In their study they find that East Asian countries can be classified into four groups depending on FDI from Japan and other elasticities to macroeconomic variables, and this grouping almost coincides with their economic development stages. Moreover, they confirm that FDI from Japan into a ll the groups are strongly affected by changes in real bilateral exchange rates, but this is not always the case for FDI from the United States. Among different country groups, FDI into group 1 (Taiwan and Korea) responds positively to the Japanese capacity utilization, indicating their industries integration with the Japanese economy. Group 3 (Indonesia and the Philippines) shows that Japanese FDI is buoyed up by the yens appreciation against the U.S. dollar. FDI into group 4 (China and Malaysia) and, to a lesser extent, group 2 (Singapore and Thailand) is oriented more toward capturing local markets compared to the other groups. They also find that Japanese FDI has strong trade expansion effects, which is rarely seen for U.S. FDI. With regards to research on the determinants of FDI to Africa there appears to be a dearth of literature. A Search on the Econlit database using Foreign Direct Investment and Africa as keywords yielded the other two reffered journal articles on the Determinants of FDI to Africa. One of the papers, Schoeman et al (2000), analyses how government policy (mainly deficits and taxes) affects FDI. However, their analysis focuses on one country, South Africa. The Second paper , Asiedu (2002) examines whether the factors that drive FDI in developing countries have a different impact on for countries in Sub Sahara Africa (SSA). However, the analysis focuses only on three variables the return on investment, infrastructure availability and openness to trade, and does not take into account the natural resource availability , which is an important determinant of FDI to Africa. Another paper that focuses exclusively on Africa is Morisset (2000). Unlike Asiedu (2002), Morisset (2000) controls for natural resource availability , measured by the sum of primary and secondary sectors , minus manufacturing. However, this measure of natural resources is too broad and does not accurately capture the availability of minerals and oil, the most important types of natural resources relevant for FDI to SSA. In addition none of the studies examine the impact of some of the important variables that feature predominantly in investor surveys, such as corruption and regulatory framework in the host country. This research extends the limited to empirical literature on the determinants of FDI to Africa by examining the extent to which the economic, political, institutional characteristics of a country, as well as the policy environment affect FDI flows. Nunnekamp (2002) sought to assess whether determinants of FDI have changed with globalisation i.e whether traditional determinants are losing importance whilst non traditional ones are increasingly gaining importance. Two approaches were adopted, namely survey data from European Round Table of Industrialists ( ERT 2000) and simple correlation for 28 developing countries. Market size (proxied by host countrys population and level of GDP ) as a traditional determinant of FDI is said to have declined in importance over time. Other factors such as location, cost differences, qualities of infrastructure, ease of doing business and the availability of skills measured by average years of schooling have become increasingly important as non-traditional determinants of FDI (Nunnekamp 2002:16) The survey results were supplemented by World Bank Data on variables that are considered important FDI determinants. Results show that traditional market related determinants still dominate determinants of FDI distribution among the countries considered (Nunnekamp 2002:24). Non traditional determinants such as cost factors, and trade openness , measured by ratio of exports plus imports to GDP, have typically not become more important with globalisation. Of importance is the availability of skills which is proxied by average years of schooling, which has become a relevant pull factor of FDI in the process of globalisation (Nunnekamp 2002:35). An analysis of a developing country by (Tsai 1991) focused on Taiwan by providing demand size determinants of FDI using time series data. Tsai (1991:279) employed OLS method using equations in logarithm form. Two equations were specified, i.e first on the demand size determinants and the second using variables as ratio of GDP to eliminate possible side of influences. A dummy variable was used to assess the impact of government incentive polices on FDI in different periods. Tsai (1991:276) suggests that for Taiwan only labour cost, market size and government incentive policies are important demand size determinants. Although FDI is seen to exploit cheap labour in developing countries, the case of Taiwan seems to show that growth in FDI with rising labour costs indicates the cheap labour may not be as important as expected. No clear evidence was found to support the expectation that government incentive policies were effective in attracting FDI to Taiwan. An interesting finding in Tsai (1991:279) is that Taiwans relatively outstanding economic performance as reflected in the expanding domestic market and ever increasing per capita GDP during 1965-1985 was not particularly attractive to foreign investors. As Tsai argues, this could be attributed to FDI being used supply side determined rather than demand side or perhaps non- economic factors outweigh the investment incentives. It is generally believed that factors determine FDI inflow in developing countries could have a different impact on SSA countries in particular . This is because developing countries outside Africa seem to attract huge FDI inflow while SSA attracts low levels of FDI as discussed by Asiedu (2002). Another study in Africa by Obwona (2001) investigated the FDI-growth linkage for Uganda. Obwona used the investor surveys approach and econometric tests. Using investor surveys, both local and foreign investors were directly questioned regarding their decisions and decision making processes when investing in Uganda (Obwona 2001:55). The focus was on productive investment, as such purely commercial and consulting activities were excluded. For econometric tests , time series data was used for the period 1975-1991to estimate the determinants of FDI and growth. Findings from the survey showed that increased foreign investment was a result of a conducive investment environment provided by government though its policies and institutions (Obwona 2001:56). The author concludes that from the investors surveyed, foreign investors are primarily concerned with fundamental factors, i.e a stable macroeconomic and political situation and credible policy reforms. For Uganda , Obwona considered pull factors such as growth factors , liberalised exchange rate, low inflation and fiscal discipline. The major determinants are availability and cost of natural and human resources, adequacy of infrastructure , market size, trade policies, macro stability, economic growth and political stability (Obwona 2001:62). The importance of each of these variables , however depends on the type of investment and motivations or strategy of investors. Obwona (2001:62) agrees with other researchers, such as Nunnekamp (2002) that given the shifts in the type of investment, the availability of low cost unskilled labour in location decisions has declined over time. This has meant more emphasis on skilled labour or the trainability of workers. Furthermore, two notable studies by Moolman et al (2006) and Fedderke and Romm (2004) have focused on determinants of Inward FDI to South Africa. Moolman et al (2006) sought to examine the macroeconomic link between FDI in South Africa and its resultant impact on output for the period 1970-2003. In so doing, they initially identified supply side determinants of FDI before analysing their impact on output. Their research method follows the supply side macro econometric framework, which does not take into account the demand side determinants that are equally important as well. On Model specification , five variables were explored as explanatory variables for FDI in the empirical estimation, namely, market size measured by real GDP, exchange rate proxied by the rand-dollar exchange rate , infrastructure, openness and a dummy variable for sanctions. The empirical results of Moolman et al (2006:3) indicate that market size, openness, infrastructure and the nominal exchange rate are factors which South African policy makers should focus on when seeking to attract FDI. The FDI output link does not take other factors such as increased employment , improved skills and new management techniques into account (Moolman et al 2006:29). After thorough investigation and studies, it was found out that only market size and openness are common factor determining FDI. The role of exchange rate is an important determinant of foreign investment in most countries. Particularly for South Africa, it should be considered whether it could be an important FDI determinant. Studies from developing countries have also identified other factors that should be considered as in the case of South Africa as those of Loots (2000) and Ahmed et al (2005).

Radio Communication System for a Motorcycle

Radio Communication System for a Motorcycle Part 1: Introduction 1.1 BACKGROUND INVENTION This invention relates to a radio communication system for a motorcycle wherein a radio communication circuits is attached on a helmet and performs radio communication with another radio communication circuits attached on another helmet. This helmet provides a wireless communication between two helmets for intercommunication or entertainment system. It is also included with solar energy system which will recharge the battery so that it will be constantly applicable. That is why we call it â€Å"Smart Helmet†. As we know, there a number of different types of helmets that is use across many different type of industries and environment. However, they all are use in form of protective gear. For example, wearing hard hats is standard practice when working in construction site, as well as when operating heavy industrial equipment, etc. Sports athletes, such as baseball and football players, also wear helmets for protection and it is one of the most critical pieces of equipment for a professional race car driver. Helmets are also used in the military services and one type of helmet that is one of the more commonly seen is a motorcycle rider helmet. Motorcycle riding helmets are very sophisticated and specialized for the activity. In recent years, helmet wearers have encountered a wide array of methods by which audio content can be delivered to and transmitted from a helmet, such as a motorcycle or racing car helmet. Current systems for listening to music while riding a motorcycle generally involve a factory installed or aftermarket radio and speaker system mounted on the motorcycle. This is due to hard communication between each other within a motorcycle because of interruption in wind and engine noise. Thus, we invent a communication system ability to communicate with each other. The speaker system must be powerful enough to overcome the road, engine and wind noise to allow a rider to listen to the music when the motorcycle is at highway speeds. In this system, the rider usually has a wire connecting the helmet to a radio mounted on the helmet and the speakers. These systems may also include a microphone integrated into the helmet to allow riders to communicate each other. 1.2 PROJECT OBJECTIVES There are several main objectives for this project: To understands the basic concept of two way communication and solar energy system. To understands Push-to-Talk technology system To understands how solar energy system operates To enhance the ability of the helmet To perform circuit operation To gain knowledge on circuit designing and structure 1.3 PROJECT GOALS The Overall Project Goal was to enhance the quality and effectiveness of LSC grantees services to clients by providing training and technical assistance and serving as an information clearinghouse on technology innovations for the legal services community. There were two specific goals as identified in the Evaluation Framework approved by LSC: Provide training, technical assistance and informational resources that increase the understanding legal services program directors, managers and technology staff have about the ways the use of available technologies can improve services to clients. Publicize, promote and provide resource materials about successful local/national technology projects to foster the replication of technology innovations throughout the legal services community. 1.4 PROJECT SCOPE General Project Scope: The project will include rehabilitation or replacement of SN 050-0088. A bridge condition report (BCR), hydraulic report, type size and location (TSL) study, location drainage study and project report will be required and should follow the applicable Department manuals and guidelines. Intersection geometrics will be studied as needed in accordance with Department policies. Geotechnical testing and analysis will be required for development of type size and location drawings for the structure. The scope of work shall include all items necessary to provide an approved project report, bridge condition report, hydraulic report, location drainage study and type size and location drawings as needed. 1) Data Collection: Review data supplied by the district (old plans, pictures, traffic counts, survey data, crash data, right-of-way information, road-way data, and examples). Field check project, and review data from other sources. 2) Field Survey: A topographical survey will be required. Horizontal and vertical control will be provided by the District for the existing alignment. Survey of the existing structure shall include all necessary detail to meet Department policy and to support the proposed scope of construction. The survey shall extend down side roads and beyond existing right of way in order to accommodate anticipated proposed construction. Roadway survey shall extend at least 50 beyond the existing right of way and include any necessary drainage features. Survey shall extend 600 down intersecting roads and cross sections will be taken every 50 and at all entrances and special features. Bridge and hydraulic surveys will be required under this contract. Hydraulic surveys will follow Department policies. 3) Right of Way: The Department will draft existing right of way (station and offsets) on to the topography including property lines and owner identification. The district will provide names, addresses, and tax parcel I.D. numbers for all nearby property owners. IDOT will also mail the property owner letters regarding easements or proposed right of way. No right of way plats or plans will be included in this contract. The consultant will determine construction limits and proposed right of way and easement needs. The consultant will provide construction limits and all proposed ROW or easements on the plan and profile sheets. 4) Drafting: The consultant will plot existing and proposed plan and profile sheets, proposed drainage sheets, existing and proposed cross sections. Development of typical sections, preliminary staging details, proposed construction limits, proposed right of way and exhibits for included studies and reports will also be necessary along with any other work to complete the phase I study and other reports/studies. The consultant shall send the district one full size copy of the plan sheets for utility mark-ups. The district will make copies and send them to the utility companies. The consultant will then incorporate any utility information onto the plan sheets. 5) Alternate Design Studies: Alternatives will be studied to provide bicycle and pedestrian accommodations as part of structure rehabilitation or replacement. The preferred alternative will be incorporated into the planning and design of the project. 6) Location Drainage Studies: See the IDOT Drainage manual section 2-100 thru 2-500 for required format and analysis. Work includes studying the existing drainage patterns including structures, ditches, outlets, etc., developing drainage areas, determining discharges; developing a required system, comparing existing and proposed, developing alternates, determining impacts, developing recommendations, determination of culvert extensions, preliminary inlet spacing, capacity calculations; in-line storm water detention design; ditch design, minor culvert analysis, sizing storm sewer, and everything else needed to complete a drainage report for the project. The drainage study should address flooding records within the project as appropriate. 7) Hydraulic Report and Bridge Condition Report: Work shall include all items necessary to complete a hydraulic report and bridge condition report (BCR) for the structure. This includes, but is not limited to, hydraulic survey, bridge inspection/load rating, hydraulic analysis, staging feasibility determination and cost comparison. 8) Type Size Location Study: TSL studies will meet the requirements of the District and the Bureau of Bridges and Structures. Geotechnical testing and analysis will be necessary for development of the TSL. A preliminary TSL shall be submitted to the District for review before transmittal to the Bridge Office. 9) Intersection Design Studies: Two intersections are anticipated to be included in the scope of work (Dee Bennet Road and Starved Rock Road). Intersection design studies may be required at these locations. Traffic counts will determine the need for an IDS at each location. Typically 3 submittals are required draft, pre-final and final. IDS work includes signal warrant analysis at all locations, combination lighting, and capacity analysis at all locations, as well as all other requirements set forth in the Bureau of Design and Environment Manual. Traffic data will be provided by the district. 10) Preliminary Report: Work includes written report, calculating quantities, cost estimates, crash analysis, approval forms, structure fact sheet, design exception forms (if needed), roadway design, exhibits, photos, maps, typical sections, plan and profiles, IDS plans, environmental exhibits, existing and proposed vertical and horizontal data, design criteria checklist, tree schedule, culvert rehabilitation diagram, traffic management analysis, preliminary erosion control plan, and any other project related documents to complete the project report. The district will provide the following for insertion into the report if needed: Crash data and exhibits; coordination meeting minutes; hazardous mailbox support surveys; bridge condition report approval; letters to property owners and other local officials; environmental studies, analysis, and reports; and pavement design if needed. 11) Public Meetings (2 planned): Consultant will prepare exhibits and handouts, locate and reserve the meeting room and attend meetings such as the dry run, local official meeting, and the public meeting. Two public meetings (open house format) are anticipated, the first to evaluate alternatives and the second after the EA and all IDSs are completed. The first will be considered an informational meeting and the second a public hearing. Comments from each meeting may need to be incorporated into the project. Exhibits needed for public hearing: Location map, Crash maps, Purpose and Need, Summary of Key Environmental impacts, Full size set of plan and profile drawings including cross sections, approved IDSs , two sets of aerial exhibits / color drawings, board mounted proposed typical sections, draft project report, and a copy of the EA report that is approved by the FHWA for public review. The district will send letters to local officials, prepare minutes for local official meetings, and send response letters to citizens or groups as needed. The EA, after approval by the FHWA for public hearing, will be made available at the public hearing and for a minimum of 15 days in advance of the public hearing. The published hearing notice will announce the availability of the EA and where it may be obtained or reviewed. Public meeting exhibits are similar. The public meeting does not require environmental documents or approved IDSs. The consultant will forward display advertisements for each public meeting/hearing to two different newspapers chosen by the District and pay for these advertisements. This will be a direct cost. Rental of a meeting room will also be a direct cost. 12) Handling Traffic: Stage construction, detours and combinations of the two will be considered for this project. The consultant will identify construction methods and sequences which will minimize motorists inconvenience and incorporate this information into the Traffic Management Analysis for the project. The work will be limited to a conceptual plan only since detailed plans will be done in Phase II. A Queuing and Delay Analysis will be performed since IL 178 is considered to be â€Å"approaching significance† by Safety Policy 3-07. The consultant will provide pertinent data and District 3 will perform the analysis. 13) Progress meetings: The district estimates that 3 progress meetings with IDOT and 12 consultant in-house meeting will be required. Outside of typical administration. 14) Final Report: Compilation of the final report will be based on information from public meetings, comments from District circulation and other input which may impact the project. This also includes hours for revising preliminary report, printing, assembling, and binding the final report. 15) Environment: Anticipated Categorical Exclusion Follow Department policies This work includes examination of Environmental Survey Request (ESR) results to determine impacts and determine appropriate environmental documentation. The consultant will provide excavation depths and quantities for areas identified for special waste and will catalog trees impacts and make recommendations for tree replacement locations. IDOT will develop and submit ESR to Central Office for processing. If it is determined that an Environmental Assessment (EA) is the appropriate form of documentation the extra work will be added by supplemental agreement. Impacts to parks or Historic properties will be included in a supplement (if required). The district will prepare any Wetland Impact Evaluation forms (if required). 16) Administration: Project administration including payroll, billing and filing. This also includes project administration by sub-consultants. 17) Quality Control/Quality Assurance: This is a required line item for both labor hours and billing. This item is to include QC/QA hours of the prime consultant as well as any sub-consultant. 1.5 SYSTEM OPERATION 1.6 PUSH-TO-TALK INTRODUCTION Push-to-talk (PTT), also known as Press-to-Transmit, is a method of conversing on half-duplex communication lines, including two-way radio, using a momentary button to switch from voice reception mode to transmit mode and communication can only travel in one direction at any given moment. However, it is not limited in distance as with normal walkie-talkies, as the conversation is carried across the mobile network. A normal cell phone call is full-duplex, meaning both parties can hear each other at the same time. To control which person can speak and be heard, PTT requires the person speaking to press a button while talking and then release it when they are done. The listener then presses their button to respond. This way the system knows which direction the signal should be traveling in. Most PTT systems allow group calling, meaning one person can speak to everyone in their assigned or current group at once, just by pressing a PTT key. Other key features of the service mean that users immediately recognize it as different from normal voice. †¢ group calls are possible as well as one-to-one calls (but still only one person can talk at a time) †¢ presence information is normally associated with this service, so users can see on their phone screen whether other people are logged on to the PTT service and will therefore be available if called †¢ PTT voice services are typically priced below normal mobile phone calls (but obviously this is a marketing issue) †¢ call hold times are typically much shorter the walkie-talkie style of speech lends itself to the short, snappy transfer of specific information, rather than normal lengthier conversations †¢ the always-on nature of data networks makes for near instant call setup times that make it very easy to use. 1.7 SOLAR ENERGY SYSTEM INTRODUCTION In todays climate of growing energy needs and increasing environmental concern, alternatives to the use of non-renewable and polluting fossil fuels have to be investigated. One such alternative is solar energy. Solar energy is quite simply the energy produced directly by the sun and collected elsewhere, normally the Earth. The sun creates its energy through a thermonuclear process that converts about 650,000,000 tons of hydrogen to helium every second. The process creates heat and electromagnetic radiation. The heat remains in the sun and is instrumental in maintaining the thermonuclear reaction. The electromagnetic radiation (including visible light, infra-red light, and ultra-violet radiation) streams out into space in all directions. Only a very small fraction of the total radiation produced reaches the Earth. The radiation that does reach the Earth is the indirect source of nearly every type of energy used today. The exceptions are geothermal energy, and nuclear fission and fusion. Even fossil fuels owe their origins to the sun; they were once living plants and animals whose life was dependent upon the sun. Much of the worlds required energy can be supplied directly by solar power. More still can be provided indirectly. The practicality of doing so will be examined, as well as the benefits and drawbacks. In addition, the uses solar energy is currently applied to will be noted.

Kansas-Nebraska Act Essay -- essays research papers

The Kansas-Nebraska Act of 1854 created the territories of Kansas and Nebraska, and opened new lands for settlement. Because there was millions of acres of arable farmland, it was necessary to create a territorial infrastructure that would allow settlement. The people living in the Kansas-Nebraska area also wanted a railroad system for transportation. The railroad workers wanted to expand their railroad there as well, because they needed farmers for customers. The Kansas-Nebraska Act was created and proposed by Democratic Senator Stephen A. Douglas of Illinois, who greatly supported the railroad system. Douglas was excited to have a railroad system that reached from his home city, Chicago, all the way to California. However, the Southerners felt differently about the railroad. The Southerners wanted a transcontinental railroad that began in New Orleans and extended to Southern California. Their different views about the railroads brought conflict between Douglas and the Southern Senators, so Douglas decided to make a compromise with them. Instead of having the railroad run throu...

Product Evaluation: A Hairdryer Essay -- Papers

Product Evaluation: A Hairdryer Introduction. I am a 4th year student in St Patrick's Grammar school Downpatrick studying technology and design for my GCSE. I must do two focused tasks, my first task is a product evaluation, for this task I will be evaluating a hairdryer manufactured by Vidal Sassoon. Justification. I picked this appliance because: Ã…Â ¸ It is a commonly used household object. Ã…Â ¸ I have this appliance in my house so I can look at it whilst testing it against my specification. Ã…Â ¸ It is a unisex appliance used by all age groups. Ã…Â ¸ I am interested to find out how this appliance actually works. Ã…Â ¸ It fit's the criteria which is: It must have an element of control. It must have a power source. It must be a technological product. Safety. Plastic is used to make the casing of the hairdryer. Plastic is an excellent insulator which does not conduct electricity, heat and is also waterproof. It will not reshape with high temperatures. The electric element which is housed well inside the hairdryer does not come in contact with wet hair. An additional feature of this hairdryer is that it has an automatic safety cut-off facility. If there is any danger to the user or if it heats up above a certain temperature the trip switch located in the electric meter box switches. There are square shaped grids at both ends of the appliance. These grids prevent hair from the user getting sucked inside the appliance. The grids also prevent dust from getting into the appliance and onto the element. The cable connected to the rear of the handle is well insulated. It is also quite flexible, which help... ...ed into shape. The heating element has to conduct electricity and heat, so it will be made of a suitable metal. This metal element/core, has to be able to be worked into complex shapes. So obviously it is going to be a light gauge metal and the beat conductor of electricity and heat. Through science, I know that copper is the best conductor of electricity, but the disadvantage is that it tends to be expensive. Aesthetics. The overall colour scheme is silver at the nozzle and maroon at the handle. The buttons and wiring are black. The plastic has a shiny high quality finish, it gets this from the compression moulding and the properties of the plastic. The metallic material on the nozzle also has a high quality finish. The shape of the hairdryer is like a hand gun. All the edges on the hairdryer are curved.

Raising Achievement of Ethnic Minority Children Essay

This literature review would explore the barriers in raising educational achievements of ethnic minority students. As this is a broad area of concern the literature would examine two main barriers such as social background issues and English as Additional Language (EAL) while briefly looking at other barriers such as†¦ Statistical data collected from the Pupil Level Annual School Census (PLASC) 2002 would be analysed in respect to this group social economic status and its effect on their learning. The literature would outline the significance of raising achievement, particularly ICT teacher’s responsibility. This report would identify some strategies/solutions including pedagogical approaches to raising achievement which would be supported by research. The overall findings would illustrate why ethnic minority children underperform academically than their counterparts in school. INTRODUCTION It is important to recognise that ethnic minority pupils may fall into the category of low class low achievement. (Battle and Lewis 2010 pg35) said â€Å"a person’s education is closed linked to their life chances, income and wellbeing† it’s therefore, fair to say that ethnic minority communities are most likely to underachievement than others because of their socio-economic conditions. Language in education has long been the subject of attention by educationists at all levels. Initially as concerning the ‘problem’ of teaching English to children for whom it is not a first language, The Swann Report 1985 pg385 Other drawbacks to raising achievement are institutional racism, lack of motivation, lack of suitable challenge, the appropriateness of activities and tasks, a mix-match of expectations, a perceived irrelevance of the activities and tasks. National Education Authority claim to be â€Å"raising achievement to higher levels and closing student achievement gaps are priorities in schools and communities at all economic levels and in urban, rural, and suburban settings†. (http://www.nea. org/home/17413. htm. Accessed 02/11/12) What is Raising Achievement? According to (DfES 0013-2006. Pg. 6) (Excel and enjoy) raising achievement means a â€Å"tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations, and builds their life chances. It will create opportunity for every child, regardless of their background†. Teachers have a committed liability to enable all learners to attain and achieve their full potential, whether they are SEN (Special Education Needs), EAL (English as an Additional Language) or ethnic minority student. What is Ethnic Minority? The ethnic minorities in the UK, 50% are Asian or Asian British (Indian, Pakistani etc. ), 25% are Black or Black British (Black African, Black Caribbean etc. ), 15% are Mixed Race, 5% are Chinese and 5% are of other ethnic backgrounds. (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. Accessed 02/11/12) Cabinet Office defined it as â€Å"Ethnicity refers to cultural heritage (thus the term ethnic minorities can also be used to include White ‘ethnic’ minority groups in Britain, such as the Irish or people from other European countries). However, the systematic historical and continuing pattern of disadvantage for Black and Asian groups singles them out for special consideration†. (webarchive. gov. uk. Accessed 02/11/12). Barriers to Raising achievement Socio-Economic Backgrounds: Socio class can cause inequality in class which could in turn influence the achievement in children; (C. Stephen pg. 269) Social scientists have recognised the importance of an individual’s family socio economic status (SES) has an influence on the academic achievement of children since the mid-1960s. It could cause low their self-confidence and self-esteem â€Å"ethnic minorities may have special issues related to self-esteem. Because of prejudice, minority members are likely to see a negative image of themselves† ( DeLamater. J & Myers. D pg. 88). (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm) â€Å"Ethnic backgrounds that are less successful in education is because they have a higher percentage of pupils from working class backgrounds. Also the lower a child’s class position, the lower their income. Bangladeshi, Pakistani and Black pupils are more likely to be raised in low income families. This can affect how well they do in school because lack of funds means lack of school equipment, less favourable working conditions e. g. cold house, no desk etc. This inequity could lead to poor or erratic attendance which was cited as a contributory factor to poor attainment in several schools. Table1 the Pupil Level Annual School Census (PLASC) 2002 illustrates the impact of socio-economic disadvantage by comparing relative GCSE performance for pupils who are eligible for free school meals. This shows that pupils from lower socio-economic groups tend to achieve less good results than those from higher socio-economic groups and that this difference is particularly large for white pupils. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Table2: The pupil level annual school census (PLASC) 2002 characteristics: Proportion achieving 5+ A*-C GCSEs for those entered for GCSEs in Maintained Schools in 2002 Note: these charts are based on data collected as part of the 2002 Pupil Level Annual Schools Census. From 2003, data will be based on an updated set of categories including mixed heritage, Gypsy/Roma and Travellers of Irish heritage which are listed at annex A. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Discrimination on grounds such as race will affect effective learning fundamentally in most cases, which is linked to disparities in school. Some schools are ‘institutionally racist’, says Oftsed’s Director of Inspections, Jim Rose – to the annoyance of teachers’ unions. Mr Rose said â€Å"Much of that [racism], we think, is to do with unwitting stereotyping of youngsters and the lack of expectation or lowered expectation of teachers as a result of that sometimes (http://news. bbc. co. uk/1/hi/education/294078. stm)†. With the fact that their â€Å"ethnicity influences their class and their class influences their attitude†, there is concern about the aspirations of underprivileged children â€Å"socio-economic barriers may hinder aspiration formation for these children because of lack of mentors, opportunities, and resources and also doubt their ability to attain in learning† (http://www.learningbenefits. net/Publications/ResReps/ResRep27. pdf pg3). The majority of schools are engaged in a wide variety of initiatives to improve provision and raise the attainment of all pupils. However, few schools monitor these activities systematically and rarely do they have a specific ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting suitable learning challenges; responding to pupils’ diverse learning needs; and overcoming potential barriers to learning and assessment for individuals and groups of pupils. (cabinet office pg14). NALDIC (National Association for Language Development in the Curriculum), states that we should therefore ensure access to and progress through the curriculum or subject content. (using ict for eal pg5) Also very few schools review their curricular and pastoral strategies to ensure that they are sensitive to the ethnic groups in the student population and the wider community. In those instances where schools have done this as a result of concerns about a particular minority ethnic group, positive outcomes have resulted. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7) Schools working effectively with pupils in low attaining groups were not found to adopt specific approaches for particular groups of pupils such as minority ethnic groups, but instead personalised the curriculum, pedagogy and assessment such that pupils in any group could benefit. (Effective Teaching and Learning for Pupils in Low Attaining Group). Self- assessment and appropriate target setting according to individual learning styles would help them to build identities as successful learners. The new Teachers’ Standards (DfE, 2011) would enable this strategy to work perfectly as teachers have to ‘Adapt teaching to respond to the strengths and needs of all pupils’†¦evaluate distinctive teaching approaches to engage and support them’. (Standard 5 The QTS Standards: DFES ‘Qualifying to Teach’(2002) In additional, as â€Å"they are much more likely than their peers of a higher socioeconomic environment to have a poor attendance, leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. † http://education-landscapes. eu/pdf/learning_barriers. pdf . Teachers recognise strengths and improvements praising their effort would encourage children participation. Using positive words (‘I’ve seen a spark in you) and encourage this group would make them feel motivated, believe in themselves and appreciated to want to attend school (promoting attendance) regardless of any socio-economic worries. Attending â€Å"parents’ evenings and other less formal school functions can help understand difficulties and help to remove any barriers† http://education-landscapes. eu/pdf/learning_barriers. pdf. This could help build parent teacher relationship and both parties could devise ways to help raise the achievement and eliminate barriers affecting this young person’s learning. ? Respect frustration and encourage a positive approach to setbacks. http://education-landscapes. eu/pdf/learning_barriers. pdf. English as an Additional Language (EAL) barrier on Ethnic Minority: EAL learners will be affected by attitudes towards them, their culture, language, religion, and ethnicity http://www. mkweb. co. uk/emass/documents/Website_EAL_Artwork. pdf. The proportions of pupils with English as an additional language are from ethic minority background groups about five per cent (Black Caribbean pupils) to over 90 per cent (those from Bangladeshi backgrounds). Approximately 9. 3% (over 632,000) of all pupils in schools in England are recorded as having English as an additional language (EAL) according to Statistics of Education 2002(aiminghighraisingachievent pg28). These speech patterns are argued to be consistent with many low income families which are inadequate to meet the demands of the education system. These patterns directly contribute to educational failure as students cannot always understand elaborated speech which teachers use and teachers often misunderstand students who use the restricted speech. As a result there is a breakdown in communication between teachers and pupils. http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. This is a major barrier to achievement as English is not their first language and cannot communicate effectively in lesson, with peers and content of the curriculum it is helpful for the to access prior knowledge so they have a fair understanding before the next lesson â€Å"Language learners need access to the subject curriculum while they are learning English†. EAL students learning is NOT a learning difficulty, learners should not be placed in groups or sets for ‘slow learners’–they need good peer models of subject specific talk and writing. Teacher expectations are powerful determiners of student success. Teachers should reflect high expectations in the ambitious targets set for these children. Bilingual learners need to make more progress each year than their peers in order to catch up (Collier, 1995) –their efforts need to be acknowledged and appreciated, to build their self-image and self-esteem as successful learners. (Making the Difference Teaching and learning strategies in multi-ethnic schools) Solution/Approaches: (Bourne, 1998 and others) Reforming the mainstream to be more language aware is not only good for bilingual learners, but benefits ALL students (Making the Difference Teaching and learning strategies in multi-ethnic schools). Education authorities have recognised the fact that student with EAL will struggle to reach their potential and has incorporate into the new Teachers’ Standards, saying that â€Å"all teachers and trainee teachers will benefit from an understanding and recognition of EAL as a significant field of teaching and learning. (http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy.) It is important to recognise that children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging â€Å"High challenge can be maintained through the provision of contextual and linguistic support and raise attainment. (ExcellenceandEnjoyment:learningandteachingintheprimaryyears,Creatingalearningculture:Classroomcommunity,collaborativeandpersonalisedlearning(DfES 0522-2004 G) However, Schools and colleges will need therefore to provide both physical and virtual learning environments that motivate and support the EAL learner’s distinctive needs. Raising achievement of ethnic minorities students with low attainment and EAL by developing appropriate resources across the curriculum; make effective use of displays boards to support their learning and develop their knowledge of the linguistic, cultural backgrounds. (excellentandenjoymentlearning pg32) It is a legal requirement for literacy to be included into lesson; literacy is fundamental to good learning and achievement. It must therefore be a top priority for teachers consider how subject specific vocabulary like writing out keywords on white board, spelling and pronouncing words correctly which would help improve their English language â€Å"grammar should be introduced, modelled, extended and supported through the teaching of subject content to enhance literacy† (ExcellenceandEnjoymentlearningandteachingforbilingualchildrenintheprimaryyears). Organise small groups for computer-based activities that enable early stage learners to work with other first language speakers and to hear good models of English. â€Å"Establishing layered curriculum targets as a context for language development. Speaking and listening: guided sessions for language development. † (Effective Teaching and Learning for Pupils in Low Attaining Group). Using ICT to raise achievement of Ethnic Minority pupils with EAL. ICT has a vital role to play in providing the appropriate resources and technology for both learners and teachers. Using ICT to support EAL students presents challenges for many teachers of how best to make use of these new and emerging technologies to raise the achievement of their EAL students. (Using ICT to support students who have English as an additional language) Using Creative use of ICT in the classroom can promote inclusion and reflect cultural and linguistic diversity. Multimedia Projects provide excellent opportunities for learners to work collaboratively with other first language speakers. Email, local network links, user groups and video conferencing facilities provide opportunity for learners to communicate with proficient speakers of English and also of their first language across the world. Pupils learning EAL require opportunities to draw on additional contextual support to make sense of new information and language. Content learning for pupils learning EAL can be greatly improved through the use of visual support. This can help learners to conceptualise learning tasks that are being presented to them, or in which they are engaged, even when their knowledge of the target language is limited. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy OCD/Migraine/ Metal plate in head due to past injury. If *** bumps her head call carer immediately/ unhappy to come SRS/difficult to make friends/suffered bullying/kept away from other students at break times in primary school/attention seeker/ mother died due to violently attacked by father (sees father in prison) / CAMHS/ care placement/ Literacy/maths/low self esteem/limited support from home/ IEP/PEP Pedagogy approach to EAL EAL pedagogy is the set of systematic teaching approaches which have evolved from classroom based practices in conjunction with the development of knowledge through theoretical and research perspectives. These approaches meet the language and learning needs of pupils for whom English is an additional language. They can be used in a wide range of different teaching contexts. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy Setting out limited number of objectives criteria describe what the outcomes will look like when they are achieved; and actions linked to the target objectives to identify what has to be achieved by the end of lesson is said to raise success of learners whose second language is English (excellentandenjoymentlearning pg23). Personalisation is the key to tackling the persistent achievement gaps between different social and ethnic groups. It means a tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations and builds their life chances. Higher standards, better schools for all (HMSO 2006)(from-excellentandenjoymentlearning pg14) The development of EAL pedagogy has been influenced by social constructivist theories which emphasise the importance of scaffolding learning, and those which highlight the importance of socio-cultural and emotional factors. Children learning EAL will be affected by attitudes towards them, their culture, language, religion and ethnicity. (excellentandenjoymentlearning pg14) Learning of English should be distinguished into communicative skills and cognitive and academic language proficiency. Children should be paired up in group so they can become conversationally fluent in the new language by communication and collaborating with others and to catch up with monolingual peers in the development of cognitive and academic language. Activating pupils prior knowledge â€Å"Finding out what pupils know about a topic through questioning, supporting self-monitoring and using KWL (Know, Want to find out, Learned) charts, brainstorming in small groups or pairs, discovery tasks, enabling use of first language. †http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy. Peer and share, questioning strategies using oral feedback is also important to move learners towards the forms of language used in writing (cognitive) and linguistic development. Children learning an additional language are not just learning vocabularies, grammars and pronunciations; it helps them to learn all other language functions such as questioning, analysing, hypothesising that they need for other subjects like mathematics, science, ICT and so on. Planning lesson for a class that has EAL student.