The Contemporary Advocates Of Liberalism - 2281 Words

In the thoughts of the contemporary advocates of Liberalism, one of the most noticeable and extensive accomplishments of the Early Modern time period is the expression, protection, and justification of civil liberties including the ability to run for and attain office. From the seventeenth century to present day, a number of distinct argumentative policies and approaches have been established in order to defend the common civilian’s ability to attain political office. Over the past several decades, great advancements have been made in order to allow minorities and even females to run for office. Politics and religion are two of the toughest matters to deliberate with people of any area. The only item more problematic to have a heart-to-heart about than politics and religion is the practice of taking religious means and interpretations into the political jurisdiction. Some of the most controversial and newest topics in present-day society are those that are deeply affected by r eligious means such as abortion, legalization of same sex marriage, and warfare. Richard Rorty and Alan Stout have very conflicting views over when and if it is socially acceptable to bring religion into a discussion over public concerns. Although neither philosopher prohibits the practice of religious support in an argument, Rorty believes that using religion in the conversation dealing with public concern is ignorant, senseless, and irresponsible.1 Rorty believes that religious reasoning is not aShow MoreRelatedLiberal Franklin D. Roosevelt vs. Conservative Herbert C. Hoover1534 Words   |  7 PagesFranklin D. Roosevelt is commonly identified as a liberal and President Herbert C. Hoover as a conservative. The validity of these characterizations, however, is conditional upon the definition of these labels. If one adopts the most conventional contemporary definitions of the terms â€Å"liberal† and â€Å"conversative,† then the characterizations of Roosevelt as a lib eral and Hoover as a conservative are valid, but the definitions of liberal and conservative vary and change over time and place. At the beginningRead MoreRelationship Between Liberalism And Conservatism1317 Words   |  6 PagesThis essay will assess the relationship between liberalism and conservatism by exploring the differences in ideological beliefs of these two ideologies. Ideology can be defined as â€Å"set of interrelated and more or less coherent ideas† that constitutes of both â€Å"descriptive and normative element† on how a society works (Heywood, 2007, pp. 6-7). One of the most popular ideology in contemporary politics is liberalism which accord individual liberty and free market as its primary priority. On the otherRead MoreThe Views And Components Of Classical Liberalism1227 Words   |  5 PagesThe views and components of classical liberalism are evident in every aspect of the socioeconomic status and practices of the United States. The extent to which varies considerably depending on which facet of the government one considers, but the underlying principles on which the legisla tive and economic values base themselves on directly conforms with classical liberalism. Although liberalism is a relatively new ideology, most industrialized countries identify with the it’s policies and agendaRead MoreThomas Hobbes And John Locke911 Words   |  4 PagesTwo of the most prominent figures in social contract theory, Thomas Hobbes and John Locke established many of the founding ideals that contemporary Liberalism is based on. While the shared many similar positions, there are some key distinctions to be made between the arguments Hobbes and Locke make in Leviathan and Second Treatise of Civil Government, respectively. In this paper I will argue the differences between how each of them viewed the right of the subjects to revolt from the sovereign. ThomasRead MoreLiberalism vs Conservatism and the Blurring of Lines Essay1464 Words   |  6 Pagesthat they can be broken into the two categories and schools of thought; namely that of Liberalism and Conservatism, they are, without a doubt, completely wrong; However, before we address that, let us proceed to define these two ambiguous terms. As Jonathan Heidt, a social psychologist stated in a 2008 presentation, at TED (the Technological, Entertainment and Design conferences), Conservatism and Liberalism operate at opposite ends of two extremes. Liberals, in a sense, â€Å"speak for the weak andRead MoreThe Tradition Of Dogma And Despotism938 Words   |  4 PagesCollini noted, in order to understand the development of aforementioned ideas the context in which they were derived from must first be understood and related to contemporary conceptual paradigms and Ideological debate . Firstly this essay explores the work of contract theorists Hobbes, Locke and Rousseau and connects them with the Liberalism, Absolutism, Democracy and Conservatism. Secondly it considers the work of Marx, Hegel and Saint Simon. Firstly we start with Hobbes and his work Leviathan,Read MoreForeign Policy And The Current Syrian Conflict993 Words   |  4 Pagespolicy (Datta, 4). These functions of policy have been used long throughout American history. Even in a world that’s constantly changing, the classic theories, such as realism and liberalism, are still used today as dominant perspectives in American foreign policy. International theories, such as realism and liberalism, are used as analytical tools to help clarify foreign policy decisions by providing basic concepts to explain how states interact with each other and how they might possible interactRead MoreThe Church Of God A Harmony That Offers Possibilities For Evangelical Theology1226 Words   |  5 Pagesby means of comparing and contrasting the view of three theological movements of the Church: Evangelical, Liberal, and Neo-Orthodox had become and become many issues within the Scriptures. From the very commencing of the Church with the flow of contemporary evangelical crusade, conservative Protestants have splintered, disputed, and shattered the Church, Word, who Jesus, who God, who the Holy Spirit is, and over the Heavenly Kingdom . The centuries of Church fathers and all following the second centuryRead MoreEssay on Strength and Weaknesses of Classical Realism1037 Words   |  5 Pagesthrough liberal democracies’ forceful integr ation of states into the liberal democratic â€Å"world community.† In contrast to Liberalism, Classical Realism asserts that the deterring of conflict is not correlated to the material effects of economic integration. Instead, it has to do with the shared feeling of community within the liberal democratic states. Democracies and advocates of liberal economies tend to expand and sustain this community through exercising their power in the name of justice andRead MoreContemporary Mainstream Approaches : Neo Realism And Neo Liberalism1527 Words   |  7 PagesChapter 8: Contemporary mainstream approaches (neo-realism and neo-liberalism) In the previous chapters, we’ve taken a broad glance of Realism and Liberalism; in this chapter we take a look at the modern version of these political theories and their respective differences. Although Realism and Neo-realism are close in name, they aren’t that close in ideologies. Both theories differ on their definitions of power and anarchy along with their respective model structures of the international system.

A Comparison of Romantic Love in Shakespeares Sonnets ...

Shakespeares Sonnets Romantic Love in As You Like It Shakespeares comedy As You Like It is clearly a pastoral comedy with a country setting, a theme revolving around love and a story which consists of a series of accidental meetings between characters and a resolution involving transformations of characters and divine intervention. The comedy involves the traditional literary device of moving urban characters into the country where they have to deal with life in a different manner. Whereas the pastoral comedy was usually a vehicle for satire on corrupted urban values, in this play the satire appears to be directed at the convention of Petrarchan love.(Rosenblum, 86) Renaissance conventions of love were strongly†¦show more content†¦For Petrarch, the sonnet sequence consisted of a series of love poems written by an adoring lover to an unattainable lady of unsurpassed beauty and grace. The love in his sonnets was elaborate and artificial. The unattainable love object of Petrarch inspired many English poets. By Shakespeares time, the sonnet sequence and its subject matter, was a well established convention. (Moulton, 561) The English altered the sonnet into three quatrains and a concluding couplet.The Petrarchan convention of love embodied a despairing lover writing to a lovely distant lady in terms ofworshipful adoration and reverent praise. Sir Phillip Sidneys Astrophil and Stella contributed to the Petrarchan sonnets immense popularity in the 1590s. However, an anti-Petrarchan convention appeared in which the woman to whom to the sonnet was addressed was castigated as deceitful and an ugly manipulator. By the time Shakespeare wrote his Sonnets, the sonnet form had developed subject matter that was both faithful adoration of the idealized lover and spiteful contempt for an individual unworthy of love. A final piece of the sonnet convention was the celebration of the poets wit, his ability to express himself in metaphors and clever conceits. The Petrarchan sonnet, therefore, stood as a testament to the poets skill with words and encouraged a representation of love as highly artificial and literar y. (Booth, 116) ShakespeareShow MoreRelatedWilliam Shakespeare s Poetry Of Love1612 Words   |  7 PagesAs you are aware this session will focus on the poetry of William Shakespeare. Shakespeare was a world-renowned poet and playwright. Shakespeare had a romantic heart and his poetry is shaped by love. His poems usually depict the passion and sacredness of relationships. By comparing two poems from William Shakespeare it is shown how he has been able to articulate the poetic theme of love. This seminar will analyze and explore two of Shakespeare’s poems focusing on the particular theme of love. ShakespeareRead MoreSonnet 130 and My Ugly Love Contrast and Comparison Essay1121 Words   |  5 PagesSonnet 130 and My Ugly Love Contrast and Comparison Shakespeare’s sonnet 130, â€Å"My mistress’ eyes are nothing like the sun† and Pablo Neruda’s â€Å"My ugly love† are popularly known to describe beauty in a way hardly anyone would write: through the truth. It’s a common fact that modern lovers and poets speak or write of their beloved with what they and the audience would like to hear, with kind and breathtaking words and verses. Yet, Shakespeare and Neruda, honest men as they both were, chose to writeRead MoreThe Movement Of The 18th And 17th Century Essay1526 Words   |  7 Pageshistory, hundreds of poets have come to the forefront to showcase their depth in poetic expression. Of interest is the variability in poetic expression that entices you to want to step into the mind of a poet and make connections between poetic periods to understand a poet’s influencers. The need to be in a poet’s zone invariably sets you inside a poetic movement or community. Major poetic moveme nts include Greek Poetry Schools (6th century BC), Provencal literature (11th-12th century), Silican courtRead MoreA Very Brief Biography of William Shakespeare1609 Words   |  6 Pagespassion for love, was one of the most prestige playwright, poet, and actor from the British Literature. He contributed his whole life writing some of the finest and well known plays and poems that are still highly valued in the present literary world. Shakespeare’s conventional themes for most of his plays and poems are about universal matters such as love, jealousy, and beauty which were common focus during the Renaissance era. During this period, Shakespeare’s poems, Sonnet 29 and Sonnet 130, demonstratesRead MoreA Literary Analysis On The Shall I Compare Thee? Essay784 Words   |  4 PagesA Literary Analysis on the â€Å"Shall I Compare Thee?† (Sonnet XVIII) by William Shakespeare and the â€Å"To his Coy Mistress† Poem by Andrew Marvell This article compares the poems â€Å"Shall I Compare Thee?† (Sonnet XVIII) with â€Å"To his Coy Mistress† and examines the purposes of the poems and their implemented poetry techniques to convey their poets ideas. On first look it seems both poems are sharing the common ideas of â€Å"Love† but by analyzing the poems, it becomes clear that the purposes of the two poemsRead MoreShakespeare s Sonnets Of 14 Lines1542 Words   |  7 PagesShakespeare’s sonnets of 14 lines, are written in iambic pentameter, five metrical feet to a line, each foot having one unstressed syllable followed by a stressed syllable, with three quatrains and rhymed couplet scheme of abab cdcd efef gg. Often the beginning of the third quatrain marks the line in which the mood turns, and the poet expresses a revelation or epiphany. Shakespeare in his unique way, wrote Sonnet 99 with fifteen lines, Sonnet 126 has six couplets and two blank lines marked withRead MoreSonnet Analysis E ssay1249 Words   |  5 Pageswhen you think of love, is it flowers, chocolates and teddy bears or maybe a romantic sonnet? The clichà © of these superficial representations have been around for years and continue to plague our society today. But are the traditional roses on Valentine’s Day and anniversaries really a good signification of true love or would you prefer a unique and realistic approach? Good morning/ good afternoon Mr. Day and classmates, today I will be comparing two sonnets. TheseRead MoreLove And Hate By Raymond Carver955 Words   |  4 Pagesnotion of Love and hate is a complicated idea. They can be experienced and explained differently depending on who is answering. In the short story, â€Å"What We Talk About When We Talk About Love,† by Raymond Carver, love is portrayed through three different lenses: Terri’s, Mel’s, and Nick’s perspective. Correspondingly, in William Shakespeare’s poem, â€Å"Sonnet 130,† the speaker has a unique way of describing his mistress, for most people would believe this to be hate, not love. The theme of love and hateRead MoreCarol Ann Duffys Anne Hathaway Poem Essay1515 Words   |  7 Pagesanalyse its foundation, its inspiration, its very reason for being - in order to truly understand and appreciate the poets work. So, it stands to reason, that I must first analyse the quote from Shakespeares will, before addressing the poem itself, as Carol Ann Duffy has drawn o ur attention to it. Whether you acknowledge it or not I gyve unto my wife my second best bed is a powerful sentence, it screams indistinguishable volumes. These were the last words of comfort to a widow, someone who had spentRead MoreDoes the Brutal Truth in Sonnet 130 and a Beautiful Young Nymph Going to Bed Take Away the Beauty of the Poem?1902 Words   |  8 PagesDoes the brutal truth in Shakespeare’s ‘Sonnet 130’ and Swift’s ‘A beautiful Young Nymph going to bed’, take away from the beauty of the two poems. Beauty and aesthetics can be defined as â€Å"Nothing more nor less, than sensitivity to the sublime and the beautiful and an aversion to the ordinary and ugly†, this means that beauty can be absolutely anything which is beautiful as long as it is not ugly or ordinary, this may seem harsh, much like the poems by William Shakespeare and Jonathan Swift. In

Paraprofessionals in the Schools free essay sample

In order to reach an understanding of the benefits or drawbacks that arise from the work that paraprofessionals perform in the schools, it is important to appreciate the historical viewpoints in the wake of the introduction of paraprofessionals into the school environments. According to the data from the NRCP (2006,  ¶. ) National Resource Center for Paraprofessionals, post WWII licensed teacher shortages and the pressures from the parents of children with disabilities to establish school-based supports generated awareness and the need to hire teacher-aides (paraprofessionals). Societal acknowledgment that students with special needs are entitled to a just and equitable educational service cemented the need and the services of the paraprofessionals in the schools. Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities† (Giangreco, Edelman, Luiselli, MacFarland, 1997), is an empirical article that addresses the issues of how an instructional assistant influences the learning progress of a student with complaints. The title of the article suggests that the purpose of the study was to explore the world of assistance that is provided in the classrooms to students with disabilities. The title of the article suggests that the purpose of the study was to explore the world of assistance that is provided in the classrooms to students with disabilities. Using the terms helping or hovering, they sought to evaluate how the role of the instructional assistant affects the everyday existence of students, teachers, parents, and special educators. Proximity of the instructional assistant to the student was identified as one of the major themes. Within this significant theme, eight distinct areas were discussed, documented and analyzed. These areas were: †¢ interference with ownership †¢ responsibility of general educators †¢ separation from classmates †¢ impact on peer interactions †¢ limitations on welcoming competent instruction †¢ loss of personal control, loss of gender identity †¢ and interference with instruction of other students In conjunction with the main issues, the authors explored the role of instructional assistants: their training, the role they play and the implications this might have on the quality of the services that they provide. Upon further reflection, three broad categories were sp ecified based on the nature of the interaction: identity, belonging and learning process. Identity is the relationship between the student and the instructional assistant. Belonging focuses on the relationships between students. The learning process represents the reciprocal relationships between teachers and students (Giangreco et al. , 1997). The authors arrived at these categories by organizing their findings into similar issues then identifying the underlying theme. Finding new categories helped the authors view how their instructional assistants in relation to others in the same environment are supporting students. This presented them with more information, rather than focusing exclusively on the role of the instructional assistant. By doing this, it helped them to evaluate whether proximity is the only issue, or if there is a different context in which to interpret the results, as these results would affect classroom practices (Kiva Chase, 2006). In the article, Helping or Hovering? Effects of instructional assistant proximity on students with disabilities, (Giangreco et al. , 1997), identified that the proximity of the instructional assistants to their students there is potential to inhibit peer relationships between students with exceptionalities and their classmates. It was noted that the instructional assistants tended to dominate work in small groups, thereby impeding interactions between special needs students and their classmates. Even though the title of the article asks a question, it seems in some ways that the authors have determined where the role of the instructional assistant fits into the larger educational picture of a student with disabilities. At first glance, it seems very clear that the authors are trying to determine whether the effects of instructional assistant proximity on students with disabilities should be viewed as helping or hovering. However, even when paraprofessionals were perceived as being detrimental to students with disabilities, some saw their professional value increase when they contributed to the welfare of the student, as part of a team approach. The author of the article, â€Å"Paraprofessionals in the Classroom: What role do they play? † McVay (1998) is a team leader for the Multnomah Education Service in Portland, Oregon. Her article reflects information and knowledge gained through her work with support teams assigned to students with disabilities. According to McVay, who is a strong supporter of a team approach, addressing issues of inclusion and education for special needs students must occur in a collaborative manner through a team approach. The article underlines the factors that are desirable to keep teams working cooperatively and among many characteristics were: commitment, opportunity for dialogue, development of problem-solving skills, and cooperation. She stresses the need to allow members of the team to take ownership for some of the tasks related to educating students with disabilities. McVay believes that approaching the issues of educating students with disabilities clarifies the responsibilities for paraprofessionals and guarantees successful outcomes, both socially and academically. She states that, â€Å"Sometimes when the role of the paraprofessional is unclear, they may actually be a barrier to student learning† (p. 4). When paraprofessionals are no longer expected to perform clerical duties, they shift their workload more towards the academic support and supervision of students with disabilities. Their presence at team meetings is an important component of the student’s academic and social successes. Daniels McBride (2001) examine a variety of examples that constitute successful interactions between classroom teachers and paraprofessionals. Regular meetings between the teacher and paraprofessional, with the teacher delegating and explaining the tasks to the paraprofessional, contribute to a positive classroom environment. In their article, â€Å"Paraeducators as critical team members: Redefining roles and responsibilities† Daniels and McBride stress the importance of the work that paraprofessionals perform in the classroom. The article conveys a message to school administrators that paraprofessionals must be included in team meetings as they are valuable members of the school community. In the words of Daniels and McBride, â€Å"In the final analysis, schools cannot adequately function without paraeducators, and paraeducators cannot adequately function in schools that lack an infrastructure that supports and respects them as viable and contributing members of instructional teams. † (p. 73) The article by Giangreco and Broer (2005), â€Å"Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? focuses on a similar topic by means of quantitative research methods. Information collected from 737 school personnel and parents who support the, â€Å"†¦ education of students with a full range of disabilities in general education classes† (p. 12), addresses important issues in the use of paraprofessionals in inclusive environments. The bulk of the research focuses on questions about how paraprofessionals use their time in the school, their view of their duties, and how the school’s mishandling of paraprofessional time affects the quality of education for students with disabilities. The findings highlight educational concerns and suggest that focusing change efforts on paraprofessional issues without corresponding attention to general and special education issues are akin to addressing the symptoms of a problem rather than its roots† (p. 16). The authors admit that the main difficulty in correcting the existing conditions for paraprofessionals in schools may be met with the obstacle of having to restructure the system that created the need for the growing number of them. The issue does not belong to one school or some of the schools, rather to the educational system as a whole. Excessive one-to-one paraprofessional support has been associated with inadvertent detrimental effects (e. g. , unnecessary dependence, stigmatization, interference with peer interactions and interference with teacher involvement, less competent instruction† (p. 25). Although the authors include cultural context and students different characteristics as reasons for the paraprofessional’s questionable practices, the most damaging factors are educational structures and political influences. Paraprofessionals, hired to work with special needs students, lack training and education Griffin-Shirley and Matlock, (2004), discuss similar issues in â€Å"Paraprofessionals speak out: a survey. (Teacher assistants working with disabled children)† The study uses quantitative research methods, to reflect the opinions of respondents from 21 States, and incorporates responses from educators, paraprofessionals, parents, and students. The initial survey, â€Å"covered demographics, job titles and responsibilities, and the level of training paraprofessionals had acquired, needed, or desired† (p. 127). The lowest number of responses came from paraprofessionals; the bulk of the responses came from parents and other professionals, which permitted the authors to make a conclusive analysis. The survey attempted many topics and focused on issues concerning paraprofessionals and their effects on students with disabilities. The authors concluded that if students with disabilities are to be educated in regular classrooms, support staff must be trained and educated in the areas of their specific employment, and it should focus on developmental skills of children. The level of training for the paraprofessionals is crucial to the success of students with disabilities. The authors acknowledge that in the future, schools will require more support for students with disabilities and therefore, education of paraprofessionals must be mandated by hiring organizations. â€Å"The paraprofessional will be even more important to special education in the future. Their training and educational achievements determine how beneficial they can be to children with disabilities† (Griffin-Shirley Matlock, 2004, p 132). Classroom teachers hand over the responsibilities for educating students with disabilities to paraprofessionals According to the Manitoba Teachers’ Society brochure (MTS, 2000), teachers are responsible to explain to paraprofessionals, assigned to their classrooms, about their responsibilities. One of these responsibilities is to report to the classroom teacher and to take all directions from her. The teachers must be in charge of the educational process of every student in the classroom, including students with disabilities. It is the teacher’s responsibility to plan lesson activities and choose resources. Classroom and resource teachers are accountable for writing the (IEP) Individualized Educational Plans and selecting appropriate academic activities for students with disabilities. The paraprofessional’s responsibility is to work within the established school structures, including classroom management structures, classroom rules and student expectations. The role of the classroom paraprofessional is to assist the teacher in collecting and organizing materials, creating displays and other support materials. Teachers are responsible for teaching, implementing content and learning, and paraprofessionals clarify, supervise, reinforce, document, and report to the teacher (MTS, 2000). In the article, â€Å"My child has a new shadow†¦ And it doesn’t resemble her! † the word â€Å"shadow† carries a negative connotation (Doyle, 1998). It implies that paraprofessionals do not perform their duties well or are executing duties they should not be carrying out. The article states that many of the parents tend to develop close ties with their child’s paraprofessional, rather then the classroom teacher. Even when the child is invited to a friend’s house, parents attempt to hire the paraprofessional to attend the play session with the child. According to Doyle, many paraprofessionals are performing duties that should be the responsibilities of the licensed teachers and therapists: â€Å"One reasons for these changes is the increasing numbers of children with disabilities receiving part or all of their education in general classrooms† (p 6). The author encourages parents to observe the way paraprofessionals interact with their children and to inquire as what are the exact, responsibilities of their child’s paraprofessional. To make certain that paraprofessionals, teachers, and parents understand the role that paraprofessional will play in the life of the student, a clarification of that role must be examined at the initial IEP meeting (Doyle, 1995). For many teachers the areas of special needs and special needs requirements remain an unexplored dominion? The names of and the numbers of disabilities and syndromes discovered have increased in the past several years. They have become the metaphorical tidal wave that has threatened professionals in all areas of education. Availability of this information created conditions that demanded accountability and an appropriate response to the needs of students with exceptionalities. With the significance of accountability comes an awareness of the levels of stress on the teachers and the whole educational community. One of the major difficulties teachers face today is that their roles re changing in response to the demands of a rapidly changing society and profession. Teachers are facing expectations of greater collaboration, parent and student counseling, and demands for content knowledge and accountability for students learning. As these changes unfold, there is a growing sense of urgency focused on the need to prepare teachers for the new expectations (Coleman, 2000, p 4). Paraprofessionals should be included in the planning meetings and acquainted with the educational goals as stated in the student’s IEP documents To educate special needs students requires a team approach, rather then the solitary involvement of the special needs teacher or the paraprofessional. Long gone are the days when special needs students were pulled out of their classrooms and taught in isolation, when resource teachers were the only professionals responsible for preparation of the learning materials, and paraprofessionals were in charge of teaching the students without teacher involvement. Every professional, working with a special needs student, is accountable to provide those students with opportunities for learning and personal growth. That goal requires each of the professionals to follow procedures and protocols set out by the Department of Education and their school division. Some students are funded because they have been diagnosed with medical conditions requiring supervision, and in some cases, full care and support. For some individuals, the support may be marginal, while others need constant care and guidance. Resource and special needs teachers need to collaborate in applying for funding to ensure the presence of paraprofessionals within the classroom (Coleman, 2000. The process of applying for funding follows the guidelines set out by the Department of Education, Citizenship and Youth and the eligibility of the funding is determined by Program and Student Services Branch (Education and Citizenship And Youth (2008) Learning concerns or problems of unusual behaviors are tested and evaluated by the school’s special needs teacher. These results, together with anecdotal information from the classroom te acher and other school professionals, become the focal point of the funding application. The quality of information gathered by classroom teachers and paraprofessionals plays a crucial role in the successful outcome of funding applications. Therefore, every paraprofessional working with students is required to keep a record of students’ behaviors and needs. These records form the basis upon which schools develop requests for financial support, academic and behavioral interventions. The role of paraprofessionals in this process is crucial, because they have many opportunities to observe and record the needs and behavioral attitudes of students. The article by French (1998) highlights opinions and expectations of teachers and paraprofessionals, and their perceptions of the roles they play in the education of the special needs students. Research into the duties of paraprofessionals in schools, supports a collaborative and cooperative team approach. Some of the teachers were reluctant or unsure to undertake a supervisory role of the paraprofessionals assigned to their classrooms. Many teachers were not clear about the fundamental role of paraprofessionals in the classroom: where they the teachers or the student’s support. In the majority of cases, teachers preferred to think about them as peers, rather than supervisees. The recommended method of working together is to have weekly meetings between the classroom teacher and the paraprofessional to discuss student’s progress, future assignments, and how to assist students in their learning process. This collaborative process must proceed with the understanding that the teacher is the primary person responsible for the student’s education and the supervision of the paraprofessional. Based on recent research and data about paraprofessionals Black (2002) describes the roles paraprofessionals play in schools, and builds an argument for career ladders that help them become teachers. The number of paraprofessionals, in public schools, has grown faster than the number of teachers. Since the 1960s the number of paraprofessionals employed in the public schools nationally has risen from approximately 10,000 to over 500,000. It is estimated that currently 290,000 paraprofessionals work in special education roles (Using Para-Professional Assistants to Promote Student Success, 2000,  ¶. ) When properly trained, supervised, and supported these paraprofessionals could successfully contribute to students achievements. The study conducted by Hemmingsson, Borell, and Gustavsson (2003), reflected the cases of seven special needs students. The authors conducted field observations, informal interviews, and attended school team planning meetings. The purpose of their research was to determine to what degree paraprofessionals hindered social interaction of students with disabilities with their classmates. The authors identified several issues that were instrumental in Paraprofessionals having negative affects on students with disabilities. A first was that these students had experienced difficulties in social interactions with their peers, in the school environment. The second issue revealed an apparent conflict between planning and coordinating effective assistant support in the classroom and for students with disabilities. The last issue identified that paraprofessionals did not have a clear job description and the classroom teachers did not offer them guidance or support. According to Chopra and French (2004), students with disabilities form diverse relationships with their paraprofessionals. Some of these relationships were, â€Å"close and personal friendship, routine limited interactions, routine extended interactions, tense relationship, and minimal relationship† (p. 248). After meeting with all the stakeholders; parents, students, paraprofessionals, and educators, the study concluded that good communication must be established between paraprofessionals and parents. Paraprofessionals should know any pertinent information, which might impact on the student’s daily work and well being. However, for that relationship (parent-paraprofessional) to remain beneficial for the student, it must be contained within the parameters established by the school and the divisional protocols. In the article, â€Å"Building bridges: Strategies to help paraprofessionals promote peer interaction† (Causton-Theoharis Maimren, 2005), the authors address a variety of issues related to the role of paraprofessionals in the classroom. Excessive proximity, negative social effects, physical separation from the peers, and rewards promoting peer isolation are some of the negative issues addressed in this article. Causton-Theoharis and Maimren, point out that paraprofessionals have far too much influence and power over the emotional and physical well-being of students with disabilities. â€Å" These practices, coupled with the fact that many adults view independence with adult support as a goal for students with disabilities instead of interdependence with peers, lead to even more social isolation† (p 23). According to Wallace (2005), many teachers are not ready to supervise the work of another adult: the paraeducator. They received little or no training during their formal teacher training, or when they are hired to teach. If teachers are not informed of what is expected of them as supervisors, many of these responsibilities could easily be overlooked or fall through the cracks† ( p 33). To manage and supervise paraprofessionals requires more than telling them what the student must accomplish and handing them the assignment; it is also important to provide paraprofessionals with a job description and to regularly clarify their understanding of their responsibilities. Evaluation and feedback related to the work that paraprofessionals carry out in the classroom is an important component of their employment. Paraprofessionals should never be expected to work autonomously, lacking supervision and support from teachers who are, ultimately, responsible for the education of students with exceptionalities. â€Å"To ensure that students with disabilities receive the best care and education possible, proper supervision and management of paraeducators is required† (p 7). Summary or Conclusions In conclusion, schools and school divisions must invest money and time to send teachers and paraprofessionals to in-services with the focus on inclusion and the human rights of students with disabilities. Teachers and support personnel should be in serviced on the topic of inclusion and its implications for students with disabilities. It is crucial for school administrators to allocate time for teachers and paraprofessionals to meet and discuss classroom issues connected with educating students with disabilities. Professionals working in the school environments need to be informed of rules and regulations governing the roles of paraprofessionals. Since not all educators and paraprofessionals are prepared to work with students with disabilities, it is important to hand pick teachers that are interested in the process and believe in the notion of inclusion. The academic and social-emotional successes of students depend on classroom teachers becoming comfortable with their role as supervisors, include paraprofessionals into planning sessions for students with disabilities, and recognize paraprofessionals as part of the support team that works on behalf of and for students with exceptionalities. With assistance and positive classroom supports, students always demonstrate academic improvements in most areas of the curriculum and social interactions. When paraprofessionals and classroom teachers collaborate, they enhance the student’s learning environment and contribute to their academic and personal growth (McVay, 1998). Bibliography is available from the author of the article.

Market Entry Srategies Strong Market Base

Question: Discuss about theMarket Entry Srategiesfor Strong Market Base. Answer: Introduction At the heart of successful marketing lies a comprehensive and successful market entry strategy that assures the firm of a strong market base. A market entry strategy refers to a well-planned method or strategy of delivering a firms product to a new target market. In the modern business arena the mode of marketing and the aspect business to business marketing has become widely adoptable. During the planning phase, a company must consider a variety of factors before choosing the appropriate market entry strategy which includes but not limited to the cost of marketing, barriers to entry, and the level of competition in the market. The factors that dictate the market entry strategy may be grouped into two broad categories; that is external and internal factors. While external factors comprise of market size, market growth, government regulations, the level of competition and physical infrastructure; internal factors, on the other hand, encompasses the objectives of the company, availabil ity of company resources, the level of competition, and the companys flexibility. Although two companies may have similar factors, the may choose entirely different market entry strategies. The essay aims at reflecting on how different models and marketing concepts in business to business marketing influences the choice of the market entry strategies. To address this the paper uses the case study of market penetration strategy in Egypt by the G4S - Cash360 Various models exist to explain the business behavior and how it affects the choice of the market entry strategy. Among the models includes the sheth model (1973), the model of Webster and Wind (1972), and the model of Robinson, Faris, and Wind (1972). Howard-Sheth model is arguably one of the most relevant models in marketing that serves to reflect the consumer behavior in the market (Robertson, 2013, p. 38). This were the models which were adopted by the group during the workshop. The model aims at explaining how businesses choose products in the situation of incomplete information provided by another business. According to the model, the business express rationality during the initial purchase phase and other repeated purchases. However, the repeated purchase is as a result of the incentives whose source might be in the environment (Input variables). Hyun and Jin (2012, p. 127) argues that the input variables refers to the stimuli which arise from the market entry strategy of the firm coupled with other related marketing activities. Among the three main stimuli (symbolic incentives, significant incentives, and social stimuli), significant incentives arguably have the most impact on the choice of the market entry strategy. It refers to the physical attributes of the product such as quality and price. In the light of this consideration, the group found that the best market entry strategy for G4S-Cash360 for example would be a pricing strategy (Gross, 2013, p. 168). Pricing strategy would serve to ensure a low but aggressive strategy while at the same time maintaining a fair share of added value. The basis of such added value is the value adding principle as well as adjusted for relationship coupled with incentives for market bond provision. Closely related to the Howard-Sheth model are the Webster and Wind Model which argues that four main factors influence businesses buying decision and therefore dictating the choice of the market entry strategy. According to Lymbersky (2008, p. 193), the factors comprise of individual factors, organizational factors, buying center, and environmental factors. More important to the purpose of this essay is the influence of buying centers and organizational factors on the choice of the marketing strategy. Organizational factors encompass factors such as objectives, purchasing policies, and organizational structure of the firm (Wu, 2006, p.101). It is these variables that serve to influence the functioning as well as the composition of the buying centers thus dictating the market entry strategy for the marketing firm. As such, the business marketing its products and services to another company must study the behavior of the target business and all the related factors that affect its purchase behavior before deciding on the best market entry strategy. For example, environmental factors such as good infrastructure such as roads would support an aggressive promotional strategy and a wide coverage for the Egypt market for the G4S-cash360. Otherwise knows at the Robinson, Faris, and Wind model, the buy-grid model, relates to the buying processes of both the consumer and the businesses. The marketing researchers (Robinson, wind, and Faris) argue that buying decision is not as a single-event process, but involve multi-stage decision-making (Helen et al., 2005, p. 228). The model comprises a matrix of buy-phases as well as buy-classes which are new tasks, modified rebuy, and straight rebuy. In the new task buy-class, the business seeks a lot of information to analyze the alternative purchasing options. In this phase, risk serves as the main factor influencing the amount of information needed. For example, when a marketer introduces a new product in the market for another business, the marketer must find a wide variety of information on the product. Similarly, the group applied the similar model on how G4S Cash360 can penetrate in the Egypt market. As such, Park and Lee (2009, p.64) argues that the appropriate market entry strategy is an aggressive promotional strategy that serves to inform the potential consumers of the availability of the product, its usage, and its benefits over other products among other factors. For instance, in the case of G4S-Cash360, a direct market strategy with aggressive promotion would be the best market entry strategy. Conclusion Different factors, the main one being the consumer behavior, dictates the choice of the market entry strategy for a firm. As such, the firm must pay close attention to the different consumer behaviors among other considerations before settling on a market entry strategy. It is notable that it is the marketing strategy that opens up the market for the companys product; therefore, should the initial choice of the entry strategy be wrong, the entire marketing strategy would experience some challenges. Therefore, the marketers should focus on adopting various and different marketing entry models as per their organization products and services. This will ensure that the company products and services gain easy penetration and saturation. References Gross, J., 2013. Market Entry Strategies for Saturated Markets: Challenges for the Consumer. GRIN Verlag Helen, W.B., Sue, E., and Elliot, 2005. Special Issue: Towards a Theory of Shopping, Journal of consumer behavior 4 (4): 221-303 Hulen, B., 2015. Sensory Marketing: Theoretical and Empirical grounds. Routledge Hyun, H. L. and Jin, Y., 2012. Consumer perceptions of online consumer product and service Reviews, Journal of Research in Interactive Marketing, 6 (2): 110-132. Lymbersky, C., 2008. Market Entry Strategies: Text, Cases and Readings in Market Entry Management. Christoph Lymbersky Park, C. and Lee, T.M., 2009. 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