Lorraine Kennedy - Free Essay Example

Sample details Pages: 16 Words: 4933 Downloads: 7 Date added: 2019/05/16 Category Politics Essay Level High school Tags: John F Kennedy Essay Did you like this example? Are systematic synthetic phonics the most effective method to teach a child to read within the early years foundation stage. According to Nick Gibb (2017, p.1) â€Å"Teaching children to read is the key to unlocking human potential. It is the cornerstone of education.† Jim Rose (2006), has stated reading fluency is the ability to identify written words quickly, accurately and effortlessly. Additionally, children who have a love of reading, will gain essential skills that leads to them accessing necessary information through to adulthood. Don’t waste time! Our writers will create an original "Lorraine Kennedy" essay for you Create order The more children read, the easier it becomes to decode words phonetically, which in turns contributes to them mastering reading through automatic recognition (Rose, 2006). As part of synthetic systematic phonics, children are taught a range of skills to help them recognise a word or letter then verbally repeat it (gov.uk, 1997-2011). However, there appears to be some varying analogies from theorists regarding the way a child reads. Kathleen Rustle (2015) has emphasised effective reading skills can only be achieved through contentious intervention, instruction and practice. Whereas, Kenn Apel, Elizabeth Wilson-Fowler, Danielle Brimo and Nancy Perrin, (2012) have included orthographic awareness which is an essential skill and contributes to word reading proficiency. Additionally, Apel et al (2012) believe that the spelling of words comes from the knowledge of associating different letters with sounds contributes to a child learning a word. Furthermore, Robbins and Ehri (1994) believe there are four ways in which a child learns to read; sight reading, phonological recoding, analysing sight words and contextual guessing (cited in Jeffrey Walczyk, 2007). Whereas, Jay Samuels and Richard Flor (1997) and Charles Perfetti (1999) have suggested that a persons reading ability derives from both automaticity and verbal efficiency. This is often referred to as whole-word reading which requires reading a range of words on si ght (Marilyn Adams, 1998). Although some analogies, the combined theories seemingly link to phonic instruction within reading. Within the early years foundation stage (EYFS), children are often taught to read using systematic synthetic phonics via a range of suggested programmes such as; Read, Write, Inc1 See https://www.ruthmiskin.com/en/ for additional information regarding this phonics programme. ; Letters and Sounds2 See https://www.letters-and-sounds.com/ for additional information regarding this phonics programme. and Jolly Phonics3 See https://www.jollylearning.co.uk/ for additional information regarding this phonics programme. (gov.uk, 2018). Rose (2006) recommends children should be introduced to systematic synthetic phonics at the age of four which is when they move from nursery into reception. However, he has acknowledged that for some children this may be too young due to accompanying issues such as; speech and language issues; children who have English as an additional language and other special educational needs and disabilities (SEND). Therefore, practitioners are instructed to use their profe ssional judgement and introduce children to phonics when they will benefit the individual child. Although phonics were not always widely favoured as a prime skill, Henrietta Dombey (2006), has argued the implementation of several components, such as phonics can contribute to a child becoming a fluent and confident reader. Furthermore, the implementation of phonemes and graphemes, which are part of phonics also support a child’s reading ability (literacy trust.org, 2016). Moreover, early research conducted by Jeanne Chall (1996), concluded that the implementation of phonics is more effective than whole-word methods when teaching a child to read due to variation in the deliverance (cited in Isabel Beck and Mark Beck, 2013). Chall (1996) discovered that whole-word methods were successful in early years, however, once they begin to move into key stage one (age 5 7), they begin to fall behind due to the inability to sound and blend words. There has been some scepticism regarding phonics mainly due to the use of ‘nonsense words,’ ‘grotty graphemes’ and pseudo-words (Patrick Goff, 2003). However, Goff (2003) states that although pseudo-words are not real words, they are spelt in predictable ways and therefore should not pose any real problems. Furthermore, Chall (1996) argues that the correct teaching of systematic synthetic phonics, allows children to fully deconstruct pseudo-words from correct words and is a skill children need to have. Additionally, Keith Stanovich (2000), Roland Good and Ruth Kaminski (2002), and Dombey (2006) also believe that children who have the ability to decode pseudo-words become proficient readers and is an important part of learning to read. On the contrary, John Hodgson et al (2013) and Andrew Davies (2014) have suggested phonics has attracted criticism due to the inclusion of pseudo-words which have no referential meaning and often confuse children, especially th eir spellings. in 2012, a study conducted by UK Literacy Association (UKLA) reported that introducing children to words that do not make sense contributes to the confusion and often the misspelling of words. In the same year, the government at the time introduced a phonics screening test with a range of pseudo-words. Therefore, implying they believe children need to have the ability to decipher the difference between nonsense words and real words. Part of the phonics screening test requires children to be able to read a mixture of pseudo-words and real words (gov.uk, 2018). However, Carole Torgesson (2000), Stephanie Otaiba and Douglas Fuchs (2006), have reported that there are between 30-50 per cent of children who fail to respond to traditional intervention of phonics, specifically children who have dyslexia. According to the NHS (2018), someone with dyslexia may confuse the ordering of words, place letters around the wrong way and find it hard to carry out a sequence of directions. However, within the phonics test there are allowances for children who have additional needs. Arguably, children with dyslexia are not always diagnosed at an early age as there are several processes that that need to be completed first (NHS, 2018). Furthermore, it is only when a child has formally had a diagnosis that allowances will be made by the testing authority (gov.uk, 2018). Additionally a formal education health care plan (EHCP) will need to be in place as evidence (NHS, 2018). Although Goff (2003) and Chall (1998) have implied that pseudo-words are written in a predictable way and make for proficient readers. Evidence provided by the NHS (2018), Davies (2014), Hodgson et al (2013) and the UKLA (2012), all imply that both real words and pseudo-words are commonly difficult for children with dyslexia. Thus, the screening test may be placing children with dyslexia at a disadvantage, which may also contribute to them not becoming fluent readers. Despite Chall’s (1996) findings being robust, it took several years before her theory regarding the use of phonics was implemented fully. Interestingly, she did not recommend the use of nonsense words and nor did the government at the time. To support Chall’s (1996) research, an independent report conducted by the national reading panel (NRP, 2000) defined phonics as an instruction strategy that teaches letters and sound associations which is then transferred though a child’s spelling and reading of words. Likewise, the Clackmannanshire4 Data produced within this 7 year longitudinal study can be located online at: https://www2.gov.scot/Resource/Doc/36496/0023582.pdf. report which was conducted by Rhona Johnston and Joyce Watson (2004) and the Rose5 Further information regarding the Rose report can be located online at: https://www2.gov.scot/Resource/Doc/36496/0023582.pdf (2006) report considered the conceptual coherence of the use of systematic synthetic phonics stating, â€Å"it teaches children directly what they need to know† (Rose, 2006, Para.47). Furthermore, Rose’s (2006) meta-analysis showed that children learn to read through the manipulation of sounds not by whole-word reading, although it can aid in their ability to read (ibid). Thus, the research from NRP (2000), Johnston and Watson (2004) and Rose (2006) adds substance to Chall’s (1996) early findings of how phonics impact positively on a child’s reading. For the past decade, I have been involved in the observation of Read, Write, Inc, Jolly Phonics and participating in the deliverance of Letters and Sounds in a range of primary schools within the North East of England. Now, as a trainee teacher, the teaching of systematic synthetic phonics will be something I encounter throughout my career. Although I have some experience of phonics my knowledge as to why there were introduced was limited. Due to my own experience of learning in the eighties through whole-word reading, I was unsure of how the implementation of systematic synthetic phonics contributes to reading in children. Adams (1998) has implied that almost all public schools were using the whole word, look say and meaning first approach, with phonics used less frequently. Therefore, to be able to provide the children with the best start with their reading, I need to have a clear mindset on why using systematic synthetic phonics is the preferred way of teaching children to read fl uently. In order to examine systematic synthetic phonics further this study will explore some of the historical events which led to systematic synthetic phonics being introduced. Additionally, I will include key references from other parts of the world to add clarity to my findings. Further consideration of reading assessments will be discussed and why they are important and how the data produced may be used in the teaching phonics to children. There will be a focus on the independent report by Jim Rose (2006) and the Clackmannanshire report by Johnston and Watson (2004). Thus, the main enquiries of this study are: Does instruction in phonemic awareness improve reading achievement? Are assessments for learning in reading necessary? Do some phonics programmes work better than another? Are collaborative relationships between teachers and parents important? In 1997 the national literacy strategy was launched, then introduced in September 1998. The strategy was devised due to very little impact being made on raising standards within literacy compared to other countries (gov.uk, 1997-2011). Prior to 1998, the teaching of reading in many classrooms consisted of children being read to by the teacher or independent reading. This type of reading was present in schools in the eighties and nineties and was often referred to as whole-word reading (Adams, 1998). Phonics were being used as part of the national curriculum (NC), but there were no written requirements or specific guidelines on how they needed to be taught and reading results were often below age-related expectations (gov.uk, 1998). Although phonics were part of the NC they were frowned upon by many schools as there was no real evidence to suggest they secured a child’s reading (gov.uk 1997-2011). Moreover, there were no written requirements or specific guidelines on how they n eeded to be taught and reading results were often below age related expectations (gov.uk, 1997-2011). Furthermore, Adams (1998) stated the teaching of phonics were being used minimally as there was no real evidence to suggest it would benefit or contribute to a child’s reading ability. As a result of teachers within primary not promoting or using phonics effectively, the government sought a way of making changes to help raise the standards (Rose, 2006). The Clackmannanshire 7-year longitudinal study by Johnston and Watson (2004), paved the way for Rose (2006) to conduct his own year long study. Rose (2006) drew upon the evidence produced as a way of gaining clarity on why phonics are key to children reading and how they should be best used. Within the report, recommendations from Rose (2006) stated that phonics were an integral part of a child’s reading and specifically systematic synthetic phonics. Previous recommendations within the NC advised schools to use analytic phonics, however the teaching and learning was slow and drawn out, which led to poor reading results. Data collected at the time indicated prior to 1997 the use of analytic phonics amounted to only 65 per cent of children achieved in reading. However, by 2005, nearly 80 per cent were achieving as a result of effective systematic synthetic phonic programs being used. Although there was a 15 per cent increase in reading outcomes, the government at the time, advised that there was still some work to be done in the raising of standards in reading across all ages (gov.uk. 2005). Assessment of reading in in the late eighties and mid nineties in key stage 1 and 2 was monitored by a childs book choice and the progression onto a different series such as the Biff, Chip and Kipper series (oxfordowl.co.uk, 2018), and the Peter and Jane reading books (penguin.co.uk, 2018). For a child to progress in any are of their learning, assessment for learning (AFL) needs to take place (gov.uk, 1997-2011). The national strategy (1997), addressed issues surrounding assessment being limited, stating formative assessment concerns the actions we take to change the way we work with a child. Therefore, the use of formative assessment contributes to a child’s motivation and progress as they understood what they need to do to improve upon within their learning (gov.uk,1997-2011, p:10). Early recommendations made by Dylan Wiliam and Paul Black (1998) and more recently by Bosanquet et al (2016), have all implied that learning is interactive and the teacher needs to adapt the learning environment to meet the needs of the children. Likewise, Lev Vygotsky (1978:p86 cited in Bosanquet et al, 2016) suggests that support and interaction can help children quickly learn and progress at a rapid speed. As part of the recommendations within Johnston and Watson’s (2004) Clackmannanshire report and Rose’s report (2006), it was a recommendation that children should be assessed to gain a starting point of where they were at in terms of phonetic knowledge and reading ability. From the assessment results, Rose (2006) suggested children’s learning would be enhanced as programmes would be differentiated to meet their individual needs. Similarly, children within Finland and Denmark are assessed on their abilities to help with their individual learning then groupings are identified (OFSTED, 2003). Therefore, in order for children to gain secure subject knowledge the implicit use of differentiation is paramount as they will be given the unique support required to help them become fluent readers. The explicit teaching of phonics was not part of my primary teaching. However, from an early age I was encouraged to blend words I found difficult from both teachers and parents. Dominic Wyse and Morag Styles (2007) reported, that the way in which I was taught to read was known solely as whole-word reading. This involved an element off reading words through analysis, arguably similar to blending in phonics. What is interesting about all these books is they all use analytic phonics to help teach children to read, each one having common words that were repeated and grown throughout each sub-level. However, as Adams (1998) has suggested, if schools at the time were not convinced phonics were effective, Adams (1998) informs us that by engaging schools, they may begin to rethink their role and the value of phonics within their engagement of reading. Within schools, unless phonics is implemented correctly, the reading ability may not be as good as those schools who follow programmes such a s Letters and Sounds, Read, Write Inc or Jolly Phonics. Recent reports have stated that teachers are overwhelmingly positive about phonics and their contribution to early reading development from an early age (Walker et al, 2013). Furthermore, data collected in a report by Walker et al (2013), found 89 per cent of respondents felt that systematic synthetic phonics played a valuable part within a learning environment. However, they do not believe that following one phonic programme is enough, but a combination of different methods are required for a childs development in phonics and reading (ibid). OFSTED (2010) supports the variety within the teaching of phonics and have acknowledged the importance of using complementary strategies to help children become fluent readers. Additionally, Rose (2006) and Foorman et al (2015) reinforces the use of a combination of methods and recommends the implementation from other programs can help to develop a child’s reading fluency. Thus, tea chers should have open access to a range of programmes to secure a child’s reading. As a parent myself I often question the importance of having phonetic awareness. In early 2000 when my child entered primary school, I had no prior knowledge of phonics and I often felt a little confused as to how I should be teaching my child to read. Wendy Jolliff et al (2015) have suggested parents still see the phonic processes as alien and do not support their children in their home because they have no prior education in this way of learning to read. Sui-Chu and Willms, (1996) have implied that parental involvement is an essential part of enhancing a child’s education, as they can see the links between home, school and the processes that are in place. Furthermore, adding integral reading at home supports the childrens development and understanding within their reading. Additionally, Paula Bosanquet, et al, (2016), have also advised that children who read at home and are introduced to text from an early age find reading easier. In turn they can read fluently at an earlier age in comparison to those children who do not read at home. To help eradicate the fears many parents have regarding systematic synthetic phonics, all schools should offer a range of support mechanisms to help alleviate their concerns (Gater and Yates, 2011). Furthermore, if the support is given to support parents with learning and understanding phonics, they may feel confident and encourage more reading at home from their children. To concur, Sui-Chu, Willms (1996) and Gater and Yates (2011) have advised that without parental involvement with the teaching of phonics, then a child will not make significant progress. Therefore, offering and encouraging parents to attend training in systematic synthetic phonics, may contribute to all children reading fluently. The recommendation of reading is only upon children having the ability to blend words using their phonetic ability (gov.uk, 2013). The development of Letters and Sounds by the department for education and skills (DfES, 2007) aimed to help prepare children for learning to read by developing their phonetic knowledge (Rose, 2006). Although, the DfE (2007) provided a comprehensive planning document with resources, the only formal training provided was by the local authority or self-generated training which led to schools delivering systematic synthetic phonics their own way. Diane McGuinness (1997) has supported the need for training, suggesting that for a teacher to be confident in delivering a new national curriculum, then there needs to be enough support put in place so that they feel comfortable in the delivery and confident in the approach used. Furthermore, there needs to be money available to support schools with the implementation of a range of programs McGuinness (1997). Therefo re, if teachers are given the support and funding required to teach phonics effectively there may be an increase the reading abilities of their children. To help reduce the attainment gap the DfE (2018) have committed to improving reading and phonics attainment by increasing government funding to help schools invest in a phincs programme up until 2020. However, this has been allocated to only 108 priority schools to raise life chances for every child (Ruth Miskin, 2018). Data collected in 2013 cited that the most popular commercial provider was Read, Write, Ink. The commercially produced program Read, Write, Ink requires you to follow a set sequence which helps children to develop their phonetic knowledge (Ruth Misken, 2018). Although the DfE (2018) do not endorse any one phonics scheme, they have identified 12 opportunity areas which have a legacy challenge where there is an educational challenge (gov.uk. 2016). Both Letters and Sounds and Read, Write, Inc encourage the use of their resources for both whole and individual participation. Letters and Sounds provide a range of free resources, whereas Read, Write, Inc requires you to pay a subscription fee. Thus, if you belong to a school within one of the identified opportunity areas, the subscription fee will not be a problem as funding will be provided. According to key findings published in 2013, 90 per cent of schools use Letters and Sounds as their key programme to teach phonics in key stage one and two. The programme encourages the teaching of a ‘first and fast’ approach in line with the NC (gov.uk, 2013). Walker et al (2013) reported that the most commonly used phonics programme was Letters and Sounds closely followed by Jolly Phonics (ukla.org, 2018). The Letters and Sounds programme is broken into six phases which include the teaching of alphabetic principles. Furthermore, children are taught to give names to capital letters and lower case letters are the sounds. Once children understand the basics, they are taught to blend, segment and decode words which contributes to them becoming fluent readers. Jolly Phonics uses a multi-sensory method which encompasses reading of words from left to write at a fast pace. To support the effectiveness of Jolly Phonics, Morag Stuarts (1999) and Marylynne Grants (1998) studies p rove phonics are highly effective when teaching children with English as a second language and significantly improves boys and girls reading ages. Each study was conducted over a period of one year and the evidence collected indicate high success rates. Furthermore, the developers of Jolly phonics were teachers in the school where Johnston and Watson (2004) conducted their Clackmannanshire report. Moreover, their report was referred to by Rose (2006) during his independent study supporting the benefits of using phonics. Thus, from the evidence herein, Jolly Phonics appears to be the more successful programme when comparing it to Letters and Sounds. In 2004, a report conducted in Clackmannanshire by Johnston and Watson, made significant recommendations that systematic synthetic phonics improved reading from an early age. Their conclusion was that reading synthetic phonics was more effective than only knowing the 26 letters of the alphabet. Instead by learning the 41 phonemes, children would have the ability to link letters to their individual sounds. When it comes to effective reading abilities, the blending and segmenting of a variety of words, demonstrates a childs phoneme knowledge as they can break down a word or build a word correctly (NRP, 2000). As a result of changing and favouring synthetic phonics, boys reading became significantly better than girls in primary’s reception year, additionally there was an increase in spelling ability overall (Johnston and Watson, 2005). Some significant limitations within the Clackmannanshire report by Johnston and Watsons (2004) were the people who were implement the phonic programmes were not controlled and varied; the childrens prior attainment and development lacked vigour and there was little information given about the schools involved ((Wyse and Styles, 2007). Furthermore, Johnston and Watson (2004) used Clackmannanshire’s council school deprivation index which does not assess the families of the children circumstances. However, a report by Barbara Foorman, David Francis, Jack Fletcher, Christopher Schatschneider and Paris Mehta (1997) chose children who had reading disabilities in one particular area with a view to implementing phonics to help develop their reading. The measures Foorman et al (1997) had in place, were to ensure the individual administration of achievement test scores, intelligence test scores, Woodcock-Johnson psycho-educational battery-revises and the Wechsler intelligence scale for children. Moreover, Foorman et al (1997) assessed the programmes compliance through weekly visits, monitoring checklists and reviewing the teacher journals for each child. Foorman et al (1997) were reflective and cautious about their findings highlighting some of their outcomes and possible differences such as demographics (Dominc Wyse and Morag Styles, 2007, p.39). However, the report conducted by Johnston and Watson (2004) had no information about how compliant they were, or how effective the teachers were. Yet, they were certain about their findings and concluded synthetic phonics superseded analytic phonics. Drawing upon the conclusion made by Johnston and Watson (2004), Rose (2006, p.49) has suggested that there is currently no strong evidence to suggest that any one systematic phonics is better than another, however he does imply it can contribute to a child’s reading accuracy. Furthermore, Anne Castles et al (2018) have concluded that there is insufficient evidence to determine the use of systematic synthetic phonics is superior to analytic phonics. Arguably, both Foorman et al (1997) and Johnston and Watson’s (2004) results, although seemingly robust, offer contrasting evidence. Thus, after analysis by both Rose (2006) and Castles et al (2018), it may be advisable that further studies need to be completed before any form of phonic programmes are put into practice. In light of the Clackmannanshire report by Johnston and Watson (2004), the government announced in 2005 that Rose (2006) would lead a review of early teaching. As part of Rose’s (2006) report, the recommendation was for systematic synthetic phonics to be included as part of early reading in primary schools (Dominic Wyse and Morag Styles, 2007). The deliverance of phonics needed to be done so in s systematic way to ensure each and every child would go on to become fluent readers (Rose, 2006). Similarly, in conjunction with the National Literacy Strategy (1997-2011), the USA’s No Child Left Behind Act which was introduced in 2001 aimed to remedy the problems in failing low achieving schools with a focus on reading. Whereas, Australias teaching reading report (2005) recommended children also need to be part of a language enriching curriculum as well as having phonic awareness. Within the USA, the children’s test scores were not statistically significant and all fund ing was removed. However, here within the United Kingdom (UK), reading outcomes improved 15 per cent over an eight year period as a result of the introduction of systematic synthetic phonics (gov.uk. 2005). Therefore, the USA’s one year approach may have been a little premature and if additional time was given, there may have seen some improvement. This may suggest that by providing children with a curriculum which enhances their reading, language and combining these with phonics; this will in time, support and build the foundations for all children to be fluent readers. Rose (2006) made it clear that for systematic synthetic phonics to be successful they must be taught using a discrete system, with all children being taught by age 5. However, he also expressed that the latter was down to professional judgement as he was aware of different factors which build up a classroom environment such as; children who are multi-lingual; learning disabilities; ASD; speech and language and demographics. Furthermore, Rose (2006) implied that reading words alone does not enhance a childs reading ability but further instruction is needed; such as the implementation of phonic programmes to run along side to aid in the progression of a child reading fluently. In agreement with Rose (2006), Chall (1998) agreed that the early phonic intervention supersedes whole word teaching especially as they age. Thus, word recognition derives from a combination of approaches, such as using various phonic programmes, teacher interaction and professional judgement. In a report by OFSTED (2010) they declared that through the explicit teaching of phonics virtually every child will be able read. More recently, Clegg (2018), stated that 163,000, 6-year-old children are on track to become fluent readers since the implementation of the phonics screening test in 2012, which supports the Clackmannanshire report by Johnston and Watson(2004), Rose (2006) and OFSTED’s (2010) findings. However, Davies (2014) argues that literature and policy blurs the difference between synthesising letter sounds into a result that may not match how we say a real word properly Additionally, he suggests that local accents can also have a significant impact on a child’s understanding due to pronunciation. In agreement with Davies, I taught the Letters and Sounds programme to children who were at different levels in terms of their reading abilities. I felt that some of the sounds pronounced reflected my local dialect. For instance, when teaching the /oo/ sound a nd then implementing it into words like /look/ my pronunciation would often sound like the word /luck/. To rectify this problem, I would often be required to change the way I spoke to ensure the children could reciprocate the correct sound, which in turn would support them when they were assessed. The coalition government (2018) have identified the implications of accents when it comes to the phonics screening results and children’s test outcomes according to Davies (2014). To help eradicate the impact on results due to accent, Davies (2014) has implied that children should be marked on their ability to blend letter sounds without placing an emphasis on pronunciation, as this may be detrimental to their achievement. Taken into consideration both Rose (2006) and OFSTED’s (2010) data analysis it is becoming strikingly evident that systematic synthetic phonics are producing amazing results in terms of the reading ability of children. However, it may be argued that Davies (2014) also has a valid point as in terms of local dialect, we could be crossing the line of equality for all by not allowing for the difference in pronunciation to be taken into account. What this also leaves questionable is the robustness of the phonic screening test results. Phonics have been part of the education system for many years and although not explicitly used by schools, the results from reports conducted in Clackmannanshire by Johnston and Watson (2004) and Rose (2006) have raised the phonics profile. However, within my research, I have discovered Davies (2014), Hodgson et al, (2013 and the UKLA (2012) are all against the introduction of pseudo-words as part of the phonics screening test. One criticism is time constraints regarding children receiving a SEND diagnosis. Although a child may show signs of a learning disability such as dyslexia, without an official diagnosis and EHCP, a child may be placed at a disadvantage (Davies, 2014; Hodgson et al 2013; UKLA, 2012). Therefore, it may be suggested for these children, testing does not take place until a formal diagnosis has been made. The report devised by Rose (2006) confirmed anomalies within the Clackmannanshire by Johnston and Watson (2004) but chose to still implement a phonics programme based upon their findings. However, what Rose (2006) did do, was acknowledge areas that lacked substance and focussed only on evidence which was relevant to the task he had been placed with. Furthermore, additional research from Chall (1998) and Forman et al (1997) supports the positive impact phonics has on teaching children to read fluently. Since the introduction of systematic synthetic phonics, there has been a 15 per cent increase in the reading ability of children (gov.uk, 2015). Thus, indicating the use of phonics when teaching children to read is beneficial. To enhance the use of phonics within the classroom, I found ongoing training should be given to ensure that everyone. Reports from Sui-Chu, Willms (1996) and Gater and Yates (2011)

The 2010s - A lost, instead of blossoming decade for...

The financial crisis in 2008, having resulted from a tremendous bubble in the real estate market as well as highly leveraged banks and governments, has now become a debt crisis and is still an important in political discussions worldwide. Numerous employees have lost their jobs, many companies went bankrupt; nevertheless, there seemed to be one country that stroke off all difficulties and continued growing at an outstanding rate. In 2009 China’s GDP grew by 9% (www.cia.gov), while all other economies faced severe recessions. For many economists, China is an example for superior economic growth despite state-controlled industries and only limited opening of the market. But recently the number of critics has been increasing and there is much†¦show more content†¦In the case of South Korea it did when major corporations began to file bankruptcy and its result was a 34% fall in GNP within one year (www.wikipedia.com). If China will continue its path of subsidizing state-o wned companies and shutting out foreign competition it could soon face equally severe problems. Another argument supporting the theory that a Chinese economic crisis is inevitable is the enormous number of investments China has made in recent years. Currently China’s investment-to-GDP ratio accounts for 46%, which is extraordinarily high, even for Asian standards (www.business.time.com) Often the Chinese government utilized huge amounts of public and private money for economically inefficient projects, such as the high-speed railway linking Shanghai to Suzhou and Nanjing, which the average Shanghai citizen cannot even afford a ticket for. Additional investments benefitted the real estate development, which is the key driving factor of China’s economic growth. Chinese megacities face an enormous shortage of affordable housing for the average citizens; meanwhile numerous high-end apartments for the wealthy upper class are built. An additional problem with China’s enormous amount of investments is its financing. The bank credit in 2011 was estimated to be 185% of the GDP, which accounted for approximately $1,7 trillion that the banks owed the government. Recent requests from local governments for the banks to roll over the loans (www.ft.com) showShow MoreRelatedStarbucks Financial Analysis9358 Words   |  38 PagesDecember of 2010’s 5 184.26 U.S. cents per lb. (International Coffee Organization Prices, 2010). The almost 200% increase in the price of the coffee bean over the last two years has hurt the overall profits of everyone in the coffee industry. The price has been rising, not simply due to the price of coffee itself, but because of the supply chain and the current economic situation around the world. Last year Starbucks had to raise prices globally, but especially in the United States and China, dueRead MoreMiss23262 Words   |  94 PagesThompson−Strickland−Gamble: Crafting and Executing Strategy: Concepts and Cases, 17th Edition I. Concepts and Techniques for Crafting and Executing Strategy 3. Evaluating a Company’s External Environment  © The McGraw−Hill Companies, 2010 CHAPTER 3 Evaluating a Company’s External Environment LEARNING OBJECTIVES 1. To gain command of the basic concepts and analytical tools widely used to diagnose a company’s industry and competitive conditions. 2. To become adept at recognizingRead MoreMarketing and E-commerce Business65852 Words   |  264 PagesResearch, comScore, Gartner Research, and other industry sources. What’s New in E-commerce 2014 E-commerce today is greatly different from e-commerce only five years ago. The iPhone was introduced in 2007. The iPad tablet was first introduced in 2010 and has already gone through several generations! The smartphone and tablet devices have changed e-commerce into a social, local, and mobile experience. The 10th edition spotlights the following themes and content: Headlines †¢ Social, MobileRead MoreGlobalization and It Effects on Cultural Integration: the Case of the Czech Republic.27217 Words   |  109 Pagescapitalism, and technology. The Economist also says the term â€Å"globalization† (2001:155) was probably coined in the 1980s but the idea has been around for a long time and so it not new. That globalization has been accelerating for the past three decades after the anti-trade backslash in the 1920s and 1930s. That goods, ideas and people have moved across the world for millennia. That is, even though with the present modern technologies especially the Internet, there have existed the train and steamship

Characteristics of Brown Earth Soils free essay sample

Describe and explain the characteristics of any one soil type you have studied. (2009 Q18, 80 marks) In this answer I will discuss the characteristics of the Brown Earth soil. Brown Earth soils are known as a zonal soil as they developed as a result of the Cool Temperate Oceanic climate and the natural, mixed, deciduous vegetation of this climatic region. This climatic region is located between 30o and 55o North of the Equator. Brown Earths are the most common soil type in Ireland. Brown Earth soils have a number of characteristics that make them different from other soil types. Characteristics of a soil include colour, texture, structure, and chemistry. These characteristics are determined by the immediate environment and by a combination of processes that are active in that environment. Colour As the name suggests, Brown Earth soils are brown in colour. Soil colour is determined by soil forming processes. Humification is responsible for the dark colour of the Brown Earth soils. We will write a custom essay sample on Characteristics of Brown Earth Soils or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Humification occurs when the organic matter on the surface of the soil is broken down and decomposed to form a substance called humus. The leaves of deciduous trees fall and decay in Autumn forming a layer of dark humus. This humus is washed into the soil by rainfall. The presence of this layer of humus makes Brown Earth soils very fertile The Brown Earth soils have a uniform colour throughout and have no distinct horizons. The Cool Temperate climate is warm enough for the presence of earthworms. Earthworms and other burrowers mix the soil together resulting in no distinct boundary between the A and B horizons. Texture Brown Earth soils have equal amounts of silt, sand and clay particles giving them a loamy texture. The texture of a soil describes how fine or coarse the particles of a soil feel. The loamy texture of the Brown Earth soil means that there is space between the soil particles for air and water to pass through it. This means that Brown Earth soils are well drained making them very fertile and ideal for agricultural purposes, as most plants will grow in a loam soil. The loamy texture of the Brown Earth soils can be attributed to the temperate climate. Brown Earth soils develop on different types of parent rock such as limestone and sandstone. In Ireland the parent material for Brown Earth soils is, in most cases, boulder clay, which was deposited during the last ice age. The process of mechanical and chemical weathering supplies the mineral particles for the soil. Freeze thaw action in upland areas and chemical weathering of the parent rock supply nutrients and minerals for the soil. The clay particles result from the process of hydrolysis. Structure The structure of a soil describes how the particles of a soil cling together. When particles of soil bind together they form lumps called peds. Brown Earth soils have a crumb structure. This means that the particles of soil are small, round and loosely packed together. This structure provides space for water and air to pass through the soil and, therefore, Brown Earth soils are well drained. The crumby structure of Brown Earth soils can be attributed to a number of factors such as the rich, organic content of the soil and the presence of living organisms. The mild temperatures of the Cool Temperate Oceanic climate encourage the activity of micro-organisms. Earthworms, bacteria and fungi help break down dead organic matter to humus. Chemistry As mentioned previously, Brown Earth soils are rich in humus. Humus is formed by the process of humification. Moderate levels of rainfall wash the nutrients into the soil but do not leach it. Climate and relief control the amount of humus in a soil. The mild winters and warm summers of the Cool Temperate climate are ideal for the formation of humus. Organic material builds up in lowland areas and the activity of earthworms and other decomposers in the soil break it down to form humus. The pH value of a soil refers to how acidic or alkaline the soil is. Acidic soils have a low pH value while alkaline soils have a high pH value. Brown Earth soils vary from having a slightly acidic to a slightly alkaline pH. The parent rock in the region influences the pH of the soil. Acidic Brown Earth soils form on rocks such as sandstone while alkaline Brown Earth soils form on rocks such as Limestone. The pH values of Brown Earth soils encourage the activity of earthworms and bacteria. These micro-organisms increase the fertility of the soil. [pic]

What Dilemma Did to Charles E. Hummel Essay Example For Students

What Dilemma Did to Charles E. Hummel Essay We realize our dilemma goes deeper than shortage of time; it is basically a problem of priorities. We confess, We have left undone those things that ought to have done; and we have done those things which we ought not to have done. Charles E. Hummel. In a time of national dilemma what better way then a good book about over coming a dilemma. The Crucible By Arthur Miller does just that you could almost center the word dilemma around Arthurs character John Proctor. Only Miller could show how dilemmas reveal much about some persons personality or how it affects the lives of all. We will write a custom essay on What Dilemma Did to Charles E. Hummel specifically for you for only $16.38 $13.9/page Order now The Salem witch trail well theres a dilemma and for Proctor as soon as he got over a dilemma wham bam another one is thrown into to his face. How do you describe John? Well hes a simple man, stay out of his business and hell stay out of yours. As soon as the girls of Salem get busted of witchcraft John faces the first of many new events that would show John as more then anyone would have thought. When Abigail tells Proctor what really was going on in the woods that night, We were dancin in the woods last night, and my uncle leaped in on us. She took fright, is all. the right thing for everyone would be for him to tell them all the truth about what happened. If it wasnt for the fact that John himself was no angel: Stopped going to church, and the big thing that makes everything that much more complicated is that Abigail and John who is a married man have had tender moments. Now how can he rat her out without busting himself in an act that would kill his wifes heart and muddy his name. So he does what any man would do, nothing, nothing at all just goes home and leaves it to the towns people. Well so far Mr. Proctor doesnt sound much like a guy I like too out with but this story is only just begun. Not soon after John goes home to his wife, pushing the whole thing out of his mind. Was this the right thing to do for him or for the town or really for anyone involved in this stupid lie this was a dilemma only he could make right and everyone is involved in it is affected in a different way but most their very lives relied upon the truth Proctor knew. So he continues on with his little life next this anyone knows half of the town is a witch and warlock. Then its like oh maybe I should go in and try to help fix things. Only once John gets to town does he fully understand whats going on and then its become a power struggle and its become his work against the new powers in town a. k. a. Abigail who is all of a sudden the queen bee around the town people fall at her feet so what is the words of one man going to do against this new high power was there a point in even trying. Well get the other girls the ones who fallow her and talk to them get her that way, without the people she has no power. Goody Proctor, how could she be accused of witchcraft sick she has been for all of the winter and bam they call her a witch this will never do once again John must go through a dilemma what to do about his lovely wife, can he save her without condemning himself. Each time a new dilemma presents itself John must adapt and over come it and each time this is done something new is proven about his character and the others around him. I think that the biggest dilemma that john faces throughout this novel is whether or not to save his wife by sealing his own future or lack there of. .u4b58f6c3a0c5e7dfeecebf3352c9667d , .u4b58f6c3a0c5e7dfeecebf3352c9667d .postImageUrl , .u4b58f6c3a0c5e7dfeecebf3352c9667d .centered-text-area { min-height: 80px; position: relative; } .u4b58f6c3a0c5e7dfeecebf3352c9667d , .u4b58f6c3a0c5e7dfeecebf3352c9667d:hover , .u4b58f6c3a0c5e7dfeecebf3352c9667d:visited , .u4b58f6c3a0c5e7dfeecebf3352c9667d:active { border:0!important; } .u4b58f6c3a0c5e7dfeecebf3352c9667d .clearfix:after { content: ""; display: table; clear: both; } .u4b58f6c3a0c5e7dfeecebf3352c9667d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4b58f6c3a0c5e7dfeecebf3352c9667d:active , .u4b58f6c3a0c5e7dfeecebf3352c9667d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4b58f6c3a0c5e7dfeecebf3352c9667d .centered-text-area { width: 100%; position: relative ; } .u4b58f6c3a0c5e7dfeecebf3352c9667d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4b58f6c3a0c5e7dfeecebf3352c9667d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4b58f6c3a0c5e7dfeecebf3352c9667d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4b58f6c3a0c5e7dfeecebf3352c9667d:hover .ctaButton { background-color: #34495E!important; } .u4b58f6c3a0c5e7dfeecebf3352c9667d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4b58f6c3a0c5e7dfeecebf3352c9667d .u4b58f6c3a0c5e7dfeecebf3352c9667d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4b58f6c3a0c5e7dfeecebf3352c9667d:after { content: ""; display: block; clear: both; } READ: Personal Response to Elizabeth Bishop Sample EssayIts amazing how much one person will do for the one they love. Even though John was willing to confess to what happened with Abigail to save his wife, now this shows you what John is truly like not only is he trying to save his wifes life but he no longer cares about his own life or name as long as she is safe. Granted that she was safe anyway but he still comes out with the truth about his affair with Abigail and then in return Elizabeth tries to protect John by denying that affair condemned John to hang for being a witch. Only how messed up this world is. Next thing poor John knows is he a victim of the very thing he was trying to stop and the only way he can get out of it is to choose between living a lie or dying for the truth wow now thats a true dilemma To live is a dangerous undertaking but to die would be the greatest adventure. By Stephan Grobowsky. This one little white lie has turned the world of Salem upside down and shook out a lot of bad people was John one of them by not doing anything about the problem when he had the chance? I think that by doing nothing john caused the whole thing, this wouldnt have happened if he just told the people what he knew. Now look at where doing nothing got him. Hes going to die over nothing or was the right thing to do was to sign his soul away with a lie. In the end of it all he stood proud and never once looked back at what went wrong only knew that he stood for the truth and justice in the world the dilemmas in the story took Proctor on a roller coaster of ups, down and spins you loved him hated him or loved to hate him one thing youve got to say is that he showed his true colors. Not only did he do it he did it with style. Dilemmas without them the world would be too easy and everyone would be happy and content and what kinda of world would that be. Our dilemma is that we hate change but love it at the same time; what we really want is for things to remain the same but get better. Sydney J. Harris